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OUT 

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llllllllnlliwaBHHi       lllllliSHSM^nHH 

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WILLIAM  A. 
M£KEEVET 


Southern  Branch 
of  the 

University  of  California 

Los  Angeles 

Form  L  1 

LB 

1115 
19 


This  book  is  DUE  on  the  last  date  stamped  below 


N0V  i  o  mi 


APR    \  6  I3bi 


^2  6  1969 


Fomi  L-9-5«-12,'23 


OUTLINES  OF  CHILD  STUDY 


Innka  bg  William  A.  MtKewtr 

I.  TRAINING  THE  BOY 

368  pp.,  40  Illustrations.    $1.50  net 

II.  TRAINING  THE  GIRL 

342  pp.,  37  Illustrations.    $1.50  net 

III.  FARM  BOYS  AND   GIRLS 

350  pp.,  40  Illustrations.    $1.50  net 

IV.  THE  INDUSTRIAL  TRAIN- 

ING  OF  THE   BOY 

72  pp.  Illustrated.    .50  net 

V.  THE  INDUSTRIAL  TRAIN- 
ING OF  THE  GIRL 

286  pp.  Illustrated.    .50  net 


OUTLINES  OF  CHILD 
STUDY 


A  TEXT  BOOK  FOR  PARENT-TEACHER  AS- 
SOCIATIONS, MOTHERS'  CLUBS,  AND 
ALL  KINDRED  ORGANIZATIONS 

2  72^£ 


BY 

WILLIAM  A.  McKEEVER 

PROFESSOR    OF    CHILD   WELFARE    IN   THE   UNIVERSITY   OF 

KANSAS.     AUTHOR  OF  "  TRAINING  THE  BOY," 

"  TRAINING    THE    GIRL  "     "  FARM 

BOYS  AND  GIRLS,"  ETC. 


53>m  $ nrk 

THE  MACMILLAN  COMPANY 

1915 

All  rights  reserved 

X  7  X  =-,  ^ 


COPYRIGHT,    1915 

By  THE  MACMILLAN  COMPANY 
Set  up  and  electrotyped.    Published  February.  1915. 


inr 


TO  THE  MILLIONS  OF  AMERICAN  WOMEN 

WHO  ABE  DEVOTING  SO    MUCH  TIME  AND  EARNEST 

SERVICE  TO  THE   BRINGING  UP  OF  THE  NEXT 

GENERATION  OF  CITIZENS,  THIS  BOOK  IS 

BEVEBENTLY    DEDICATED 


PREFACE 

During  the  course  of  my  many  lecture  trips  throughout 
the  country  I  have  had  occasion  to  appear  before  various 
organizations  which  were  conducted  for  the  purpose  of 
child  study.  The  interest  and  enthusiasm  in  behalf  of  this 
praiseworthy  work  has  been  manifest  on  all  occasions,  but 
there  has  appeared  everywhere  a  serious  difficulty  in 
obtaining  suitable  programs  for  the  meetings.  The 
specific  purpose  of  the  Outlines  of  Child  Study  is  to 
meet  this  difficulty  and  to  offer  a  complete  series  of 
programs  with  topics  and  reference,  covering  every 
important  phase  of  child  life.  In  the  preparation  of  the 
text  I  have  aimed  especially  to  serve  the  interests  of  the 
parent-teacher  associations,  mothers'  clubs,  and  kindred 
organizations  of  this  general  class. 

Part  I.  of  the  book  offers  a  general  discussion  of  the 
plan  of  organization  and  management  of  the  various 
child-study  clubs.  It  is  hoped  that  the  reader  will  give 
particular  attention  to  the  methods  and  devices  of- 
fered. Part  II.  contains  the  programs  referred  to  above. 
The  figures  at  the  close  of  each  topic  designate  respec- 
tively the  number  and  the  page  of  the  reference  volume. 
Part  III.  contains  the  bibliographies.  It  will  be  noticed 
that  the  references  first  given  are  confined  chiefly  to  the 
volumes  and  pamphlets  numbered  1  to  18,  inclusive. 
Then,  a  second  set  of  books  is  used  in  like  manner.  The 
third  and  general  reference  list  begins  with  number  32. 

The  necessity  that  each  and  every  child-study  organiza- 
tion obtain  at  least  a  few  well-selected  reference  books 


viii  Preface 

cannot  well  be  over  emphasized.  The  ordinary  mothers' 
club  may  suitably  begin  its  studies  with  Program  1  of  this 
text,  but  the  parent-teacher  association  will  perhaps  do 
better  by  taking  up  the  work  at  the  beginning  of  Chap- 
ter VII.  or  Chapter  VIII.  It  will  be  far  better  to  follow 
the  programs  in  their  regular  order  than  to  hurry  through 
the  text  by  picking  out  a  few  of  the  most  attractive  ones. 
Enough  work  is  offered  by  the  450  topics  to  constitute  a 
solid  three-year  course  for  the  ordinary  child-study  society. 

For  a  statement  of  the  general  purpose  of  this  volume 
the  reader  is  referred  to  Chapter  I. 

My  wife,  Edith  S.  McKeever,  has  rendered  me  most 
valuable  assistance  in  the  selection  of  the  references  and 
in  determining  the  general  policy  of  the  book. 

Finally,  I  take  this  occasion  to  thank  the  press  of  the 
country  for  the  most  generous  criticism  of  my  other  books 
on  child  life;  and  also  to  express  my  gratitude  to  the 
scores  of  friends,  far  and  near,  who  have  rendered  minor 
assistance  in  the  preparation  of  the  programs.  I  cannot 
express  a  better  wish  than  that  they  all  experience  the 
great  and  permanent  pleasure  which  naturally  comes  to 
the  one  who  learns  to  love  the  children  and  to  minister 
unto  their  needs. 

William  A.  McKeever. 


TABLE  OF  CONTENTS 


PART  ONE 

THE  CHILD-STUDY  ORGANIZATION 

CHAPTER 

I.  The  Purpose  and  the  Promise 
"No  Wealth  but  Life" 
The  Most  Difficult  Task      . 
How  to  Define  the  Purpose 
The  Promise  of  the  Future  . 

II.  The  Plan  and  its  Fulfillment 

How  to  Form  a  Parent-Teacher  Association 
A  Democratic  Spirit     . 
State  and  National  Organizations 
How  to  Organize  a  Mothers'  Club 
Do  Something  Worth  While 
v    Let  the  Good  Deeds  be  Known 
A  Club  in  the  Church  . 
An  Adjunct  of  the  Social  Club 
A  Child- Welfare  Association 
Magnanimity  Must  Prevail 

III.  The  Officers  and  Members     . 

United  Community  Effort  . 
Select  Officers  Carefully 
Many  Blunders  Must  Occur 
President  and  Vice-President 
Other  Important  Officers 
Personnel  of  the  Members  . 
A  Committee  on  Membership 

IV.  The  Methods  and  Management 

Some  Duties  of  the  President 
Keep  the  Speakers  in  Line  . 


PAGE 

3 
3 
4 
5 
6 

8 
8 
9 
10 
11 
11 
12 
13 
14 
15 
16 

18 
18 
19 
19 
20 
21 
23 
24 

26 
26 

28 


Table  of  Contents 


CHAPTER  PAGE 

The  General  Discussion 29 

Two  Classes  of  Speakers 30 

Keeping  All  Factions  Interested  .         ....  32 

"They  Love  Who  Humbly  Serve"       ....  33 

V.  The  Laboratory  Idea  in  Child  Study     ....  34 

Learn  to  Observe  the  Children 34 

Watch  the  Little  Ones  at  Home 36 

Study  the  Neighborhood  Children        ....  36 

Visit  the  Playground 37 

Visit  the  Picnic  Grounds 38 

Attend  the  Kindergarten  School 38 

The  Baby  Health  Station 39 

Bring  the  Children  in 40 


PART  TWO 

THE  CHILD-STUDY  PROGRAMS 


Preface  to  Part  Two 

VI.  The  Mother  and  the  Infant  .... 

Program  1.  The  Sacred  Calling  of  Motherhood 
Program  2.  The  Physical  Status  of  Motherhood 
Program  3.  The  Mental  Status  of  Motherhood 
Program  4.  Eugenics  and  Sound  Motherhood 
Program  5.  Making  Club  Life  Helpful  to  Motherhood 
Program  6.  The  Political  Status  of  Motherhood  . 
Program  7.  The  Pension  System  and  Motherhood 
Program  8.  The  Childless  Woman  and  Motherhood 
Program  9.  The  Prenatal  Care  of  the  Mother 
Program  10.  The  Birth  of  the  Child    . 
Program  11.  The  Nourishment  of  the  Baby 
Program  12.  Nourishment  for  the  Bottle-fed  Child 
Program  13.  Weaning  the  Baby  .... 
Program  14.  The  Special  Organs  of  the  Infant    . 
Program  15.  Infantile  Health  and  Sanitation 
Program  16.  The  Beginnings  of  Baby  Habits 
Program  17.  Clothing  the  Baby  .... 
Program  18.  The  Baby  as  a  Learner   . 


45 

47 

47 

48 

49 

50 

51 

52 

53 

54 

55_ 

56 

57 

58 

59 

60 

61 

62 

63 

64 


Table  of  Contents  xi 

CHAPTER  PAGE 

65 

65 
66 
67 

68 
69 

70 


VII.  The  Phe-school  Development  op  the  Child  . 
Program  19.  The  Home  Play  Problem 
Program  20.  The  Neighborhood  Play  Center 
Program  21.  At  the  Public  Playground 
Program  22.  The  Kindergarten   . 
Program  23.  The  Montessori  Method 
Program  24.  Teaching  the  Child  to  Obey    . 
Program  25.  The  First  Lessons  in  Childhood  Industry      71 
Program  26.  Training  Children  in  Good  Manners  and 

Politeness 72 

Program  27.  Children's  Fights  and  Quarrels  .  .  73 
Program  28.  Children's  Lies  and  Thievery  ...  74 
Program  29.  Telling  Stories  to  Children  ...  75 
Program  30.  Childhood's  Fears  and  Fancies         .         .      76 


VIII.  The  Pre-adolescent  Boy  and  Girl 

Program  31.  Keeping  the  Children  in"  School 
Program  32.  Home  and  School  Co-operation  in  Moral 
Program  33.  School  and  Home  Visitation    . 
Program  34.  Good  Will  Between  the  Home  and  the 

School  

Program  35.  Problem  of  the  Efficient  School  Board 
Program  36.  The  Home  Industry  of  the  Pupil     . 
Program  37.  School  Credit  for  Home  Work 
Program  38.  Home  Study  for  Pre-adolescent  Children 
Program  39.  Home  and  School  Health 
Program  40.  Sanitation  in  the  Home  and  the  School 
Program  41.  The  School  Savings  Account   . 
Program  42.  Teaching  Children  to  Spend  Money 
Program  43.  Sweetmeats   and    Soft    Drinks    for    the 
Children        ....... 

Program  44.  The  Deadly  Evil  of  the  Cigarette    . 
Program  45.  Use  and  Abuse  of  the  Motion  Picture 
Program  46.  Dress  and  Democracy  among  the  School 

Children        . 

Program  47.  The  School  Luncheon 
Program  48.  Home  Entertainment  for  the  Pre-adoles- 
cent Pupils . 

Program  49.  The  School  Picnic   .... 
Program  50.  Civic  Training  for  the  Young  . 


77 
77 
78 
79 

80 
81 
82 
83 
84 
85 
86 
87 
88 

89 
90 
91 

92 
93 

94 
95 
96 


xii  Table  of  Contents 

CHAPTER  PAGE 

Program  51.  Fine   Arts  Training  in  the   Home  and 

School 97 

Program  52.  Pre-adolescent  Children  and  the  Mys- 
teries of  Life          .......  98 

IX.  The  Vacation  Activities  of  the  Young          ...  99 
Program  53.  Value  of  Vacation  Employment  for  Chil- 
dren        99 

Program  54.  The  School  Vacation  and  the  Community  100 
Program  55.  Financing  the  Summer  Supervision  of  the 

Children 101 

Program  56.  The  Municipal  Playground      .         .         .  102 

Program  57.  Equipment  of  the  Playground          .         .  103 

Program  58.  The  Playground  Management          .         .  104 

Program  59.  The  Play  Supervisors       ....  105 

Program  60.  Summer  Work  for  Boys  ....  106 

Program  61.  Summer  Work  for  Older  Boys          .         .  107 

Program  62.  Vacation  Industry  for  Girls     .         .         .  108 


The  Adolescent  Training  Problems 

Program  63.  The  Beginning  of  Adolescence 

Program  64.  The  Care  of  the  Health  During  Early 

Youth 
Program  65.  Social     Psychology     and     the     Clothes 

Problem 

Program  66.  Love's  First  Young  Dreams 

Program  67.  Social  Games  and  Pastimes  for  the  'Teen 

Age 
Program  68.  The  First  Tendency  Toward  Mating 


109 
109 

110 

111 
112 

113 

114 
Program  69.  The  Adolescent  and  the  Dance  Problem  115 
Program  70.  The  Adolescent  and  Social  Purity  .  .116 
Program  71.  The  Boy  Scouts  of  America  .  .  .117 
Program  72.  The  Camp  Fire  Girls  .  .  •  .118 
Program  73.  Youth  and  the  Problem  of  Athletics  .  119 
Program  74.  Athletic  Training  of  the  Girl  .         .         .     120 

XI.  The  Problems  of  Fatherhood 121 

Program  75.  Characteristics  of  the  Exemplary  Father  122 
Program  76.  The  Father's  Part  in  the  Discipline  of  the 

Children 122 


CHAPTER 


Table  of  Contents  xiii 

PAGE 

Program  77.  The  Father  as  the  Guardian  of  the  Home  123 

Program  78.  The  Father  and  the  Alcohol  Problem       .  124 

Program  79.  The  Father  and  the  Tobacco  Problem     .  125 
Program  80.  The  Father  as  a  Handy  Man  .         .         .126 

Program  81.  The  Father  as  Home  Provider          .         .  127 

Program  82.  The  Father  as  a  Home  Entertainer  .         .  128 

Program  83.  The  Father  as  a  Provider  for  the  Future  129 

Program  84.  The  Father  as  the  Head  of  the  Family     .  130 


XII.  The  Vocation  and  the  Home  Life  .... 

Program  85.  Industrial  Training  for  the  Adolescent 

Pupil 

Program  86.  The  School  and  Industrial  Training 
Program  87.  Vocational  Guidance  for  Youth 
Program  88.  The  Business  Outlook  for  Youth     . 
Program  89.  Vocational  Training  for  the  Girl 
Program  90.  Preparation  of  the  Girl  for  Marriage 
Program  91.  Preparing  the  Young  Man  for  Marriage 
Program  92.  Youth  and  the  Saloon  Question 
Program  93.  Youth  and  the  Cheap  Loafing  Place 
Program  94.  Evils  that  Lure  the  Young  Girl 


XIII.  The  Religious  Training  of  the  Young  . 
Program  95.  Religion  in  the  Home 
Program  96.  The  Young  and  Religious  Good  Fellow 

ship 

Program  97.  Religion  and  the  Instinctive  Awakening 
Program  98.  The  Efficient  Sunday  School   . 
Program  99.  The  Sunday  School  and  the  Young  People 
Program  100.  The  Young  People's  Religious  Society 
Program  101.  The  Young  Men's  Christian  Association     147 
Program  102.  The  Young  Women's  Christian  Associa- 
tion        

Program  103.  Teaching  Peace  to  the  Young 


XIV.  The  Country  Boy  and  the  Country  Girl 
Program  104.  The  Rural  Mother 
Program  105.  Farm  Life  and  Character  Development 
Program  106.  The  Efficient  Rural  School     . 
Program  107.  Other  Tasks  for  the  Rural  School . 


131 

131 

132 
133 
134 
135 
136 
137 
138 
139 
140 


141 
141 

142 
143 
144 
145 
146 


148 
149 


150 
150 
151 
152 
153 


xiv  Table  of  Contents 


PAGE 

Program  108.  The    Reconstruction    of    the    Country 

School 154 

Program  109.  The  Rural  School  as  a  Center  of  Life     .  155 
Program  110.  The  Country  School  and  Rural  Minded- 

ness 156 

Program  111.  The  Training  in  Rural  Industry     .         .  157 

Program  112.  The  Development  of  Rural  Business    .  158 


PART  THREE 

THE  CHILD-STUDY  LITERATURE 

XV.  The  Preliminary  Book  List 161 

How  to  Use  the  References 161 

The  Nucleus  of  a  Library 162 

XVI.  The  Larger  Book  Shelf 168 

XVII.  The  General  Field  of  Literature         ....  173 


PART  ONE 
THE  CHILD-STUDY  ORGANIZATION 


OUTLINES  OF  CHILD  STUDY 


CHAPTER  I 

-J  7  2  "6 
THE  PURPOSE  AND  THE  PROMISE 

Introductory 

We  have  tried  to  reduce  the  world  to  order  with  the 
sword,  and  have  failed.  We  have  tried  to  establish  the 
peace  and  happiness  of  humanity  through  the  instrumen- 
talities of  business  and  commerce,  and  have  failed.  We 
have  tried  to  build  up  a  worthy  and  substantial  society 
through  the  transformation  of  adult  sinners,  and  have 
failed.  That  is,  we  have  not  achieved  the  high  aim  set  for 
these  movements.  And  now,  in  this  great  twentieth  cen- 
tury, we  are  all  turning  to  the  little  child;  first  to  sit  at  his 
feet  and  learn  directly  of  the  potential  goodness  and  worth 
inherent  in  his  nature,  and  second  to  avail  ourselves  of 
those  instrumentalities  which  will  serve  us  best  in  trans- 
forming the  potential  worth  of  the  common  child  into 
actual  worth  and  wealth  of  character. 

"No  Wealth  But  Life" 

And  so,  with  full  devotion  of  purpose,  with  deep  humil- 
ity of  spirit,  and  yet  with  exuberance  of  joy  in  anticipation 
of  the  pleasures  which  are  to  reward  our  efforts,  we  set 
out  on  our  quest  to  know  the  child  and  to  find  a  way 
whereby  to  minister  unto  his  natural  requirements. 
Wherefore,  let  us  choose  as  our  watchword  the  significant 

3 


4  Outlines  of  Child  Study 

maxim  of  Ruskin,  "There  is  no  wealth  but  life."  Let  us 
approach  the  object  of  our  study  as  being  more  than  a 
living,  breathing  automaton.  Let  us  think  of  the  ordinary 
normal  child  at  all  times  as  being  a  storehouse  of  wonderful 
possibilities  of  good  and  achievement.  Let  us  regard  him 
as  being  all  a-quiver  with  life,  and  spontaneity;  as  being 
marked  by  ever-changing  tendencies  toward  helpful  action; 
and  as  being  occasionally  possessed  of  deep  yearnings  for 
new  and  self -defining  experiences. 

It  may  be  asserted  with  confidence  that  a  careful,  pains- 
taking study  of  child  life  will  in  the  end  richly  reward  the 
student.  To  the  one  who  goes  earnestly  into  the  matter, 
there  is  perhaps  no  more  fascinating  and  inspiring  subject 
of  inquiry  than  is  the  little  child.  Even  literature,  music, 
and  the  other  so-called  fine  arts,  not  infrequently  bring 
to  their  devotees  periods  of  gloom  and  despondency,  and 
sometimes  a  tendency  to  pessimism.  But  a  young  human 
life,  with  its  slow  unfoldment  of  an  ever-changing  per- 
sonality, with  its  continuous  series  of  thrills  and  surprises 
for  the  interested  on-looker — there  is  something  about 
this  situation  which  tends  to  renew  one's  waning  spirit 
and  to  make  him  exceedingly  glad  he  is  privileged  to  live 
in  a  land  of  such  abundant  childhood  and  promise. 

The  Most  Difficult  Task 

The  first  great  step  toward  a  full  mastery  of  child  study 
is  an  attitude  of  open-mindedness  on  the  part  of  the  stu- 
dent, a  willingness  to  yield  for  the  time  being  all  opinions, 
prejudices,  and  preconceived  notions  relative  to  the  sub- 
ject. This  attitude  of  surrender,  of  humbleness  in  antici- 
pation of  what  is  to  be  revealed,  is  a  guarantee  of  the  apt 
and  ready  learner.  In  general,  the  only  procedure  which 
may  be  expected  to  bring  satisfactory  results  is  (1)  to 
deal  personally  with  the  largest  possible  variety  of  children 


The  Purpose  and  the  Promise  5 

under  the  largest  possible  variety  of  conditions,  and  (2)  to 
learn  from  the  reading  of  many  books  and  the  hearing  of 
many  discussions,  how  to  verify  and  correct  one's  personal 
experiences  with  children.  Before  feeling  ready  to  offer  a 
final  discussion  of  any  and  all  phases  of  the  subject  one 
had  better  ask  himself  how  fully  he  has  covered  the  fore- 
going general  field  of  inquiry. 

Finally,  it  may  be  said  that  the  most  important  step 
toward  a  deep  insight  into  child  life  is  to  appreciate  the 
significance  of  experience.  What  a  person  knows,  what 
he  does,  the  way  he  regards  the  people,  the  world,  and  the 
things  in  it,  the  tasks  and  duties  of  the  day — all  these 
elements  of  anyone's  personal  character  are  traceable  to 
his  own  past  experience.  This  developmental  meaning 
of  personal  experience  is  slow  to  impress  itself  upon  the 
mind  of  the  student  of  child  psychology;  but  when  once 
its  point  of  view  becomes  fully  recognized  the  way  to 
success  is  wide  open.  If  one  could  only  study  the  full  and 
complete  biography  of  hundreds  of  children  and  trace  out 
the  many  tiny  steps  by  means  of  which  each  character 
has  been  formed,  he  would  thus  make  use  of  a  fundamental 
secret  of  successful  child  study. 

How  to  Define  the  Purpose 

Before  perfecting  the  organization  of  a  child-study  club 
it  is  very  important  to  consider  well  the  object  to  be 
attained.  First,  there  may  be  a  purpose  of  studying 
child  life  as  a  scientific  course.  In  such  a  case  the  college 
class-room  method  is  doubtless  the  most  desirable  one, 
with  its  lectures,  its  regular  texts,  and  its  library  and 
laboratory  researches.  Second,  the  object  may  be  that  of 
seeking  to  know  how  to  improve  the  quality  of  parent- 
hood. Eugenics  would  then  become  the  dominant  topic  of 
the  course.     Third,  the  improvement  of  the  conditions 


6  Outlines  of  Child  Study 

affecting  local  child  life  might  be  the  worthy  ideal  of  the 
study  club.  Fourth,  a  combination  of  all  the  foregoing 
purposes,  constituting  a  general  survey  of  the  entire  scope 
of  childhood  and  youth — such  might  be  considered  as  a 
most  praiseworthy  aim  of  a  club  or  society.  Naturally  a 
program  of  the  last-named  sort,  if  well  carried  out,  will 
bring  many  pleasures  to  the  individual  members  and 
many  future  blessings  to  the  community  of  which  they 
are  a  part. 

The  Promise  of  the  Future 

At  last  we  are  learning  that  it  is  more  or  less  the  business 
of  all  the  worthy  adult  persons  in  the  community  to  assist 
in  the  rearing  of  the  next  generation.  One  does  not  have 
to  be  a  parent  in  order  to  be  able  to  love  children  and  to 
assist  in  ministering  unto  their  needs.  Indeed,  some  of  the 
very  best  and  wisest  child  trainers  are  not  parents  in  the 
ordinary  sense  of  the  word  and  never  expect  to  become 
such;  but  they  are  true  and  genuine  foster  parents,  and 
that  in  relation  to  all  the  children  with  whom  they  are 
privileged  to  be  associated.  Some  one  has  said  that  the 
avocation  of  every  good  citizen  of  the  future  will  be  that  of 
assistant  parent,  no  matter  what  his  vocation  may  be. 
Each  and  every  one  will  then  become  more  conscious  of 
the  responsibility  of  making  his  daily  conduct  contributory 
to  the  common  welfare  of  the  young.  But  we  shall  all  be 
prepared  to  do  our  part  in  this  greatest  of  all  the  "learned" 
professions  only  after  a  long  period  of  earnest  and  con- 
scientious effort.  And  when  we  do  arrive  at  a  full  and 
general  understanding  of  the  inherent  worth  of  ordinary 
human  infancy,  then  will  the  glory  of  childhood  be  re- 
vealed unto  us  all,  and  that  through  our  united  and 
successful  efforts  to  evolve  out  of  ordinary  child  nature 
the  strength  and  beauty  which  rightfully  belongs  to  com- 


The  Purpose  and  the  Promise  7 

mon  manhood  and  womanhood.    Such  is  the  great  promise 
which  the  future  holds  out  for  us. 

Let  us  now  consider  separately  some  of  the  practicable 
forms  of  child-welfare  organization;  for  example,  the 
parent-teacher  association,  the  mothers'  club,  the  child- 
welfare  association,  and  the  child-study  department  of  the 
literary  or  social  club. 


CHAPTER  II 

THE  PLAN  AND  ITS  FULFILLMENT 

Above  we  have  made  a  brief  list  of  the  most  common 
child-study  clubs.  Now,  let  us  consider  them  somewhat 
in  detail.  If  we  are  concerned  about  a  movement  which 
will  contribute  equally  and  unselfishly  both  to  the  com- 
mon welfare  of  the  people  and  the  mutual  interests  of  all 
of  those  concerned  about  the  children  there  is  perhaps  no 
more  nearly  ideal  organization  for  this  purpose  than  is 
the  parent-teacher  association.  It  is  easily  formed  and 
maintained,  is  democratic  in  spirit  and  method,  and  may 
be  made  to  render  a  permanent  service  to  the  entire 
community. 

How  to  Form  a  Parent-Teacher  Association 

Under  ideal  conditions  there  will  be  formed  a  parent- 
teacher  association  in  every  school  community  of  any 
considerable  size,  and  that  as  an  adjunct  of  the  local 
school.  But  in  launching  the  movement  as  a  new  one  it  is 
usually  advisable  first  to  form  one  central  model  organiza- 
tion and  later  to  extend  the  effort  to  other  local  com- 
munities. For  example,  in  a  town  of  twenty  thousand 
people  the  patrons  and  teachers  of  one  of  the  largest 
ward  schools  organized  an  association  to  meet  at  the 
school  building  at  3  o'clock  p.  m.  on  the  second  Friday  of 
each  month  of  the  entire  term.  By  vote  of  the  meeting 
every  patron  and  every  teacher  within  the  district  were 
elected  to  membership.  A  full  set  of  officers  was  selected, 
each  to  serve  for  a  year,  and  a  very  simple  constitution  was 

8 


The  Plan  and  its  Fulfillment  9 

adopted.  It  was  provided  that  there  should  be  no  dues, 
fees,  or  assessments  since  the  school  board  was  expected 
to  furnish  the  free  use  of  the  building  and  the  equipment. 
The  announced  purpose  of  the  organization  was  to  study 
child  life  in  all  its  several  phases  which  affected  the  school, 
the  home  and  the  community,  and  to  try  to  render  these 
and  other  worthy  institutions  mutually  serviceable  in 
fostering  a  better  childhood.  A  full  attendance  and  deep 
interest  marked  the  affair  from  the  beginning.  The  local 
press  and  all  concerned  helped  to  spread  the  report  of  its 
good  and  commendable  work.  In  less  than  three  months 
each  of  the  other  three  ward  school  communities  of  the 
town  had  followed  the  example. 

A  Democratic  Spirit 

All  good  child-welfare  effort  is  necessarily  very  unselfish. 
Its  aim  is  always  and  forever  to  serve  and  to  contribute, 
and  never  to  seek  some  advantage  or  personal  preferment. 
So,  in  forming  the  new  organization,  it  is  advisable  to  give 
all  possible  place  to  the  exercise  of  altruism  and  mutual 
sympathy,  to  avoid  every  tendency  towards  its  coming 
under  the  dominance  of  any  particular  set  or  group,  and  to 
see  that  the  offices  and  the  duties  of  the  members  do  not 
inadvertently  become  factionalized.  It  is  very  necessary 
to  distribute  the  offices  carefully  among  all  the  representa- 
tive groups  of  the  membership.  Caste  distinction  and 
clique  dominance  is  one  of  the  sure  signs  of  early  decay  of 
such  an  organization;  but  "Whosoever  will  may  come,"  is 
a  most  significant  motto  for  its  growth  and  progress.  The 
humblest  as  well  as  the  haughtiest  may  be  made  to  con- 
sider himself  or  herself  a  vital  factor  in  the  movement,  and 
the  work  may  be  so  promoted  that  each  and  all  will  forget 
self  in  their  eagerness  to  serve. 

And  then,  a  little  careful  forethought  will  enable  the 


10  Outlines  of  Child  Study 

officers  to  arrange  the  program  so  as  to  have  represented 
thereon  the  widest  possible  variety  of  child-welfare  talents 
and  interests.  There  will  be  no  necessity  of  rendering  any 
of  the  members  conspicuous  because  of  their  being  given 
too  frequently  a  place  on  the  program.  All  will  feel 
especially  free  to  participate  in  the  general  discussions. 
The  reticent  must  be  urged  and  personally  invited  to  do 
so.    None  need  be  slighted. 

State  and  National  Organizations 

There  are  now  in  existence  several  national  and  many 
state  organizations  for  fostering  child  life  and  child  study. 
Probably  all  of  these  are  praiseworthy.  Some  of  them  at 
least  are  very  much  so.  But  their  interests  must  not  be 
permitted  to  dominate  the  local  organizations.  Many 
local  clubs  have  been  weakened  and  split  up  as  the  result 
of  a  heated  discussion  of  the  matter  of  affiliating  with  the 
higher  outside  organization.  Perhaps  it  is  best  to  invite 
the  members  of  the  local  club  to  act  as  individuals  in  the 
matter  of  uniting  with  the  state  or  national  society.  If 
the  higher  organization  asks  for  a  local  delegate  to  attend 
one  of  its  meetings,  then  the  local  club  should  if  possible 
appoint  a  delegate  who  happens  to  be  a  member  of  the 
society  issuing  the  invitation. 

There  is  a  work  for  the  children  big  enough  to  employ 
the  efforts  of  all  the  valuable  child-study  organizations; 
and  so  we  should  see  to  it  most  carefully  that  no  one  of 
them  be  broken  up  or  weakened  by  the  well-intended 
efforts  of  another.  It  is  only  very  rarely  that  some  person 
with  a  selfish  motive  steps  into  the  situation,  and  in  such  a 
case  his  or  her  purpose  is  easily  detected.  It  is  needless 
to  say  that  the  efforts  of  such  an  agent  are  most  hurtful 
to  the  local  organization,  tending  to  disrupt  it  and  to 
destroy  its  usefulness.     Wherefore,  let  us  have  a  clear 


The  Plan  and  its  Fulfillment  11 

understanding  upon  one  point;  namely,  that  the  parent- 
teacher  association  should  be  preserved  as  distinctively  a 
local  organization,  closely  affiliated  with  the  local  school 
and  dominated  by  an  unselfish  interest  in  the  welfare  of  all 
the  children  of  all  the  people  of  the  community. 

How  to  Organize  a  Mothers'  Club 

There  are  many  places  in  which  it  is  impracticable  to 
organize  a  parent-teacher  association.  As  it  is  a  co- 
partnership movement  between  parents  and  teachers,  one 
of  the  parties  may  not  give  willing  consent.  A  school  that 
is  run  on  the  old  cut-and-dried  plan  does  not  usually  want 
to  be  disturbed  by  such  a  modern  organization.  In  all 
such  cases  the  way  is  still  open  for  the  formation  of  a 
mothers'  club.  Two  or  three  earnest  and  devoted  lovers 
of  the  children  are  sufficient  for  making  a  start.  The 
movement  may  assume  either  of  two  forms :  first,  a  general 
club  which  all  the  mothers  of  the  community  are  invited  to 
join;  and  second,  a  club  attached  to  a  larger  organization, 
for  example,  a  church.  The  general  club  is  perhaps  easiest 
to  form,  especially  in  the  smaller  community,  where  there 
is  likely  to  be  some  jealousy  existing  among  the  churches. 

By  all  means,  let  the  new  organization  so  conduct  its 
affairs  as  to  appeal  sympathetically  to  all  mothers  of 
whatever  social  rank.  Let  it  make  a  special  point  of  its 
democracy  and  of  the  unselfishness  of  its  members.  Let 
it  make  a  particular  effort  to  bring  in  both  the  fine-gloved 
and  the  working  woman.  Love  and  good  deeds  in  behalf 
of  the  children — such  as  must  mark  the  successful  mothers' 
club — recognize  no  caste. 

Do  Something  Worth  While 

The  first  duty  of  the  little  club  is  to  serve — to  go  at  its 
task  earnestly,  and  to  get  at  the  heart  of  the  child.    Each 


12  Outlines  of  Child  Study 

member  may  wish  to  purchase  one  or  more  child-welfare 
books  of  her  own  and  to  exchange  these  with  others  who 
have  such  books.  Each  one  who  is  appointed  to  a  place 
on  the  program  will  resolve  to  come  carefully  prepared  to 
contribute  at  least  one  vital  point  to  the  discussion.  She 
will  bring  this  helpful  matter  from  one  of  two  sources; 
namely,  from  well-tried  and  successful  experience  in  deal- 
ing with  her  own  children,  or  from  the  writings  of  some 
one  who  is  an  authority  on  the  topic  assigned.  The 
president  of  the  club  will  hold  the  speakers  close  to  the 
subject  of  the  hour  and  will  discourage  diversions  and  the 
expression  of  mere  opinions.  She  will  endeavor  to  give 
unity  to  the  program  and  to  make  it  stand  for  something 
very  definite  in  the  future  practices  of  the  mothers  present. 

Let  the  Good  Deeds  be  Known 

It  is  altogether  fair  and  commendable  so  to  plan  that  the 
doings  of  the  little  club  may  become  the  "  talk  of  the  town." 
A  careful  report  of  the  meeting  should  appear  in  the  local 
press.  Some  enthusiastic  member  should  hand  the  editor 
a  brief  written  account  ready  to  print.  All  the  members 
may  arrange  to  put  into  practice  in  a  conspicuous  way  some 
new  device  for  assisting  their  own  children.  For  example, 
all  the  members  may  agree  to  secure  a  type  of  baby  swing 
to  hang  in  the  doorway  of  the  home.  This  helpful  play- 
thing may  have  the  "Mothers'  Club  brand."  Or,  again, 
it  may  be  agreed  that  each  one  who  has  a  small  child  is  to 
install  in  her  home  a  "Mothers'  Club  sand  box"  of  a 
certain  form  and  pattern.  Thus  many  new  attendants  will 
be  drawn  to  the  meetings  and  will  be  induced  to  take 
active  part  in  the  programs. 

The  spirit  of  the  child-study  organization  will  count  for 
much  toward  perpetuating  its  existence  and  usefulness. 
There  must  be  a  continuous  and  vigilant  effort  to  keep 


The  Plan  and  its  Fulfillment  13 

the  club  free  from  being  dominated  by  any  "set"  or  fac- 
tion. Just  as  soon  as  it  becomes  in  any  sense  select  or 
exclusive  in  its  membership  the  elements  of  selfishness  and 
decay  have  entered  its  portals.  Unselfishness,  devoted- 
ness  to  all  the  children,  sympathy  and  good  will  for  all 
who  may  participate,  and  an  ardent  desire  to  serve  equally 
the  interests  of  all  mothers,  and  to  help  rear  a  better  race — 
these  are  some  of  the  altruistic  motives  best  suited  to 
make  the  Mothers'  Club  a  living  force  in  the  community. 

A  Club  in  the  Church 

In  some  instances  it  will  be  more  practicable  to  organize 
a  Mothers'  Club  within  the  membership  of  one's  own 
church,  the  general  movement  being  too  large  or  difficult 
an  affair.  In  this  event  it  will  be  well  to  follow  the  plan 
outlined  above  in  all  particulars  except  one.  That  is, 
there  will  be  need  of  caution  about  giving  offense  to 
neighbors  and  others  who  are  not  members  of  the  church 
which  fosters  the  new  organization.  As  certainly  as  the 
club  succeeds,  outsiders  will  be  attracted  to  its  meet- 
ings and  many  will  wish  to  participate.  An  open,  frank 
method  of  dealing  with  all  such  persons  is  the  only  com- 
mendable one.  Urgent  soliciting  among  the  members  of 
other  churches  is  almost  certain  to  breed  ill-will  somewhere. 
When  it  is  remembered  that  service,  sympathy,  and 
genuine  unselfishness,  are  the  best  characteristics  of 
successful  child-welfare  work,  there  will  be  a  strict  avoid- 
ance of  all  acts  which  might  arouse  envy  and  ill  feeling. 

Wherefore,  the  new  and  prosperous  Mothers'  Club, 
organized  within  the  church,  might  publish  some  such 
announcement  as  the  following:  "This  club  was  or- 
ganized primarily  for  the  mutual  benefit  of  the  mothers  of 

the  church.      All,   without   regard   to   church 

affiliations,  are  cordially  invited  to  attend  its  meetings 


14  Outlines  of  Child  Study 

and  to  take  part  in  the  open  discussions.  We  do  not 
solicit  or  do  we  exclude  memberships  from  other  churches. 
Our  first  concern  is  the  welfare  of  the  children  and  of  the 
mothers  who  must  deal  with  them.  We  shall  be  most 
happy  if  our  efforts  result  indirectly  in  the  organization 
of  clubs  among  the  members  of  sister  churches." 

The  leaders  of  the  club  will  do  much  by  way  of  extending 
its  serviceableness  if  they  continue  to  remind  the  members 
of  the  high  and  inspiring  aims  which  it  may  suitably 
cherish:  To  know  and  to  love  all  little  children;  to  be 
better  mothers  and  caretakers  of  our  own  little  ones;  to 
assist  one  another  in  finding  a  way  whereby  to  contribute 
to  the  club's  helpfulness;  to  seek  out  those  among  us  who 
are  indifferent  or  reticent  and  to  induce  them  to  come  and 
participate  in  our  meetings;  to  be  prompted  in  all  our 
club  efforts  by  love  and  sympathy  and  the  spirit  of  the 
Master. 

An  Adjunct  of  the  Social  Club 

In  some  instances  the  child-study  effort  is  conducted 
very  successfully  by  a  specially  appointed  committee  of  a 
club  organized  under  a  social  or  literary  title.  The  author 
of  this  book  believes  that  all  such  clubs  should  have 
among  their  aims  some  form  of  altruism — that  a  club 
which  aims  exclusively  at  pleasure  and  mere  acquisition 
for  its  members  is  certain  to  tend  toward  selfishness  and  to 
involve  many  in  some  form  of  jealousy  or  embitterment. 
"Only  by  the  exercise  of  unselfish  motives  is  the  heart 
kept  free  from  guile." 

Therefore,  in  case  of  a  social  or  literary  club  with  an 
interest  also  in  child  life,  it  is  well  to  have  a  standing 
committee  prepare  special  programs  touching  the  child- 
welfare  problems,  these  to  be  rendered  at  regular  in- 
tervals; say,  at  every  third  or  fourth  meeting  of  the  club. 


The  Plan  and  its  Fulfillment  15 

Experience  has  shown  beyond  question  that  such  a  pro- 
gram, rightly  managed,  will  arouse  as  much  genuine 
interest  and  enthusiasm  among  the  members  as  will  a 
program  on  Shakespeare  or  Browning. 

A  Child- Welfare  Association 

It  is  often  very  desirable  to  organize  the  work  in  behalf 
of  the  children  as  a  general  community  affair,  with  the 
twofold  interest  of  studying  child  life  and  ministering 
concretely  to  the  needs  of  the  little  ones.  The  programs 
will  help  to  keep  up  the  interest  in  the  effort  to  promote 
such  valuable  institutions  as  playgrounds  and  industrial 
training  classes  for  the  young.  The  first  important  step 
in  the  organization  of  any  such  juvenile-welfare-league 
is  to  plan  that  it  be  thoroughly  representative  of  all  the 
groups  of  the  local  community  which  would  be  likely  to 
care  to  participate.  "Let  us  see,"  said  a  judicious  or- 
ganizer, "who  should  be  interested  in  this  movement?" 
And  he  made  a  list  of  all  the  worthy  elements  of  the  com- 
munity, as  follows : 

1.  The  City  Government. 

2.  The  Commercial  Club. 

3.  The  Civic  League. 

4.  The  Business  Men's  Association. 

5.  The  Women's  Federation  of  Clubs. 

6.  The  Various  Social  and  Literary  Clubs  of  Women. 

7.  The  Board  of  Education. 

8.  The  City  Teachers'  Association. 

9.  The  Young  Men's  Christian  Association. 

10.  The  Young  Women's  Christian  Association. 

11.  The  Woman's  Welfare  League. 

12.  The  Ministerial  Union. 

13.  The  Catholic  Church  and  Societies. 


16  Outlines  of  Child  Study 

14.  The  Inter-Sunday  School  Teachers'  Society. 

15.  The  Church  Brotherhoods. 

16.  The  Chautauqua  Association. 

17.  The  Playground  Committee. 

18.  The  Police  Force. 

19.  The  Juvenile  Judge. 

20.  Boy  Scout  Leaders. 

21.  The  Campfire  Leaders. 

22.  The  Committee  on  Censorship  of  Motion  Pictures 

and  Theatres. 

Now,  if  there  can  be  drawn  from  each  of  these  groups 
one  person  who  may  be  made  to  take  an  interest  in  the 
new  movement,  a  central  child-welfare  association  of 
great  promise  can  be  organized.  If,  say,  two-thirds  of 
these  respond,  the  situation  is  very  encouraging.  The 
mayor,  the  president  of  the  school  board,  and  the  directing 
officers  of  all  the  other  groups  will  be  urged  to  volunteer  as 
delegates  to  the  initial  meeting  or  else  to  appoint  some  one 
of  their  respective  bodies  to  attend. 

Magnanimity  must  Prevail 

Thus  the  foundation  for  a  "whole  community  move- 
ment" is  laid,  while  the  probability  of  factionalism  and 
jealousy  is  far  removed.  Tact  and  judicious  care  in  the 
selection  of  the  permanent  officers  must  be  exercised.  The 
temporary  chairman  will  keep  asking,  "How  can  we 
select  our  officers  so  as  to  make  them  a  representative  and 
not  a  factional  group?  Whom  will  this  body  vote  for  and 
support  with  unanimity  and  enthusiasm?"  There  is  in 
every  such  audience  as  the  one  assembled  here  a  "right 
person"  for  every  official  position.  During  the  period  of  a 
few  weeks  the  author  of  this  volume  organized  thirty 
child-welfare  associations  and  presided  as  temporary  chair- 


The  Plan  and  its  Fulfillment  17 

man.  In  practically  no  case  was  there  any  contest  in 
the  election  of  the  officers.  Why?  Simply  because  the 
members  were  asked  to  proceed  unselfishly  and  even 
prayerfully  in  the  matter.  Not  nominations  but  sugges- 
tions of  the  names  of  suitable  persons  were  at  first  asked 
for.  Then  these  were  gone  over  one  by  one  and  their 
serviceability  frankly  discussed  until  the  "right  person" 
was  evident  to  all.  Then,  nominations  were  requested. 
As  a  result  of  this  deliberation  there  was  usually  only  one 
nomination  for  an  office.  If  some  one  inadvertently 
offered  the  name  of  a  "wrong  person"  this  one  quickly 
withdrew  his  own  name. 

Thus  the  spirit  of  good-fellowship  and  good-will  was 
made  to  give  splendid  impetus  to  the  initial  meeting  of  the 
child-study  association.  Everyone  left  it  with  a  resolve  to 
serve  the  new  cause  with  might  and  earnestness. 


CHAPTER  III 

THE  OFFICERS  AND  MEMBERS 

It  is  considered  a  fundamental  principle  of  this  text  that 
genuine  child- welfare  work  is  extremely  unselfish.  Those 
who  would  form  a  little  closed  circle  of  "just  ourselves" 
for  the  purpose  of  obtaining  some  exclusive  helps  and 
privileges  for  a  supposedly  select  group  of  children — such 
will  necessarily  miss  much  of  the  best  to  be  derived  from 
child  study.  When  it  is  once  realized  that  we  all  belong  to 
one  great  human  family;  that  our  noblest  aims  and  pur- 
poses are  spiritual  and  essentially  one;  that  the  highest  and 
best  within  us  cannot  be  actualized  unless  we  are  willing 
to  act  in  harmony  with  all  other  sincere,  earnest  souls;  that 
all  of  us  possess  inherent  elements  of  strength  and  genius 
as  well  as  tendencies  toward  weakness  and  depravity;  that 
we  are  indebted  for  about  one-half  of  what  we  are  to  the 
fortunate  circumstances  of  good  environment  and  good 
training — then,  we  begin  to  feel  such  a  passionate  interest 
in  all  the  children  of  all  the  people  that  we  are  strongly 
impelled  to  study  and  love  and  minister  unto  any  and  all 
of  these  little  ones  in  a  spirit  of  devotion  and  reverence. 

United  Community  Effort 

A  survey  of  the  entire  country,  with  reference  to  the 
education  of  the  young,  reveals  a  striking  tendency  toward 
community  team  work;  that  is,  to  regard  the  rearing  of 
children  as  a  responsibility  resting  upon  the  entire  social 
order  rather  than  a  task  set  apart  exclusively  for  parents 
and  teachers.     Therefore,  the  time  seems  to  be  actually 

18 


The  Officers  and  Members  19 

approaching  when  every  worthy  citizen — whether  he  may 
happen  to  be  a  parent  or  not — must  consider  himself  as 
obligated  to  assist  in  bringing  to  a  sound  maturity  the 
on-coming  generation  of  boys  and  girls. 

Select  Officers  Carefully 

The  foregoing  ideals — first,  of  a  democracy,  and  second, 
of  a  quickened  community  consciousness — will  offer  us 
not  a  little  guidance  in  the  selection  of  suitable  officers  for 
the  child- welfare  organization.  Let  us  assume  that  we  are 
organizing  a  parent-teacher  association,  as  it  includes  the 
elements  of  practically  all  the  others  combined.  Then, 
what  person  is  there  among  the  membership  who  embodies 
in  liberal  measure  the  qualities  of  mind  outlined  above, 
and  also  the  ability  to  preside  over  a  meeting  with  force 
and  decisiveness.  By  laying  aside  all  thought  of  selfishness 
and  considering  only  the  matter  of  fitness,  there  will  be 
brought  to  mind  the  most  suitable  person  for  the  headship 
of  the  new  organization. 

The  presiding  officer  contributes  more  than  anyone  else 
toward  the  success  or  the  failure  of  this  child-welfare 
movement,  and  in  the  nature  of  things  he  or  she  will  forget 
self  in  his  endeavor  to  serve  the  interests  of  all.  It  is 
needless  to  urge  that  the  members  will  observe  his  un- 
selfish efforts  and  co-operate  with  him. 

Many  Blunders  must  Occur 

In  the  work  and  management  of  the  successful  child- 
study  society  there  will  necessarily  be  made  many  blunders, 
but  all  will  soon  learn  to  be  patient  and  indulgent  of  the 
well-meant  errors  of  the  officers  and  leaders.  Gossip  has 
destroyed  many  a  good  organization,  yes,  many  a  good 
child-study  society,  and  sent  its  members  away  murmuring 


20  Outlines  of  Child  Study 

and  complaining.  It  is  hoped  that  the  author  will  not 
seem  to  be  indulging  in  trivial  matters  when  he  relates  his 
method  of  obviating  the  ill  talk  which  is  likely  to  spring  up 
in  a  society  of  this  kind.  The  method  is  as  follows:  im- 
mediately after  the  formation  of  each  new  organization  he 
stood  before  the  audience  and  holding  up  his  hand  en- 
joined silence,  saying,  "Do  you  see  my  uplifted  hand? 
This  is  your  solemn  pledge  and  mine  that  during  the 
existence  of  this  organization,  none  of  us  shall  utter  a 
single  word  of  criticism  that  we  are  not  willing  to  express 
frankly  and  sympathetically  before  the  entire  member- 
ship." 

After  once  the  spirit  of  good-will  and  sympathy  has 
begun  to  prevail,  the  members  are  anxious  to  contribute 
their  part  to  the  success  of  the  movement  and  they  are 
most  tolerant  of  the  mistakes  of  those  who  may  be  taking 
part  in  the  meeting.  All  are  even  anxious  to  condone  the 
faults  and  failures  of  their  co-workers  and  thus  to  make  the 
effort  a  genuine  heart  to  heart  affair. 

President  and  Vice-President 

The  president  and  the  vice-president  of  the  parent- 
teacher  association  should  have  practically  the  same 
qualifications.  It  should  not  be  so,  but  it  is  actually  the 
fact,  that  the  membership  at  present  consists  chiefly  of 
women.  As  yet  only  a  comparatively  small  number  of 
men  have  seen  fit  to  participate  in  such  an  organization. 
Very  probably,  therefore,  the  president  of  the  society  will 
be  some  capable  woman.  Accordingly,  it  might  seem 
advisable  to  select  some  busy  father  as  vice-president. 
Although  he  may  be  too  much  absorbed  with  some  really 
important  business  affairs  to  attend  the  meetings  regularly, 
his  election  might  be  a  means  of  inducing  one  more  good 


The  Officers  and  Members  21 

man  to  come  out  occasionally  and  perform  a  part  on  the 
program. 

The  president  will  necessarily  be  more  than  a  presiding 
officer.  She  must  do  much  behind  the  scenes  in  an  en- 
deavor to  keep  all  actively  at  work  in  the  performance  of 
their  several  duties  respecting  the  organization.  Not 
infrequently  she  will  have  to  call  on  the  members  of  the 
executive  committee  in  order  to  be  certain  that  the 
program  is  to  appear  in  due  time  and  that  the  participants 
may  be  notified  early  of  the  part  they  are  expected  to  take. 
Then  again,  she  will  need  to  remind  the  press  agent  of  his 
or  her  peculiar  duty  of  reporting  some  important  phase 
of  the  meeting;  for  what  gets  into  public  print  about  the 
meeting  is  going  to  have  a  great  influence  on  the  success 
and  permanence  of  the  new  movement. 

The  prestige  of  her  office  will  make  it  possible  for  the 
president  of  the  association  to  do  more  than  anyone  else 
by  way  of  influencing  persons  to  come  to  the  meetings  and 
to  contribute  something  to  their  success.  She  will  main- 
tain an  active  interest  in  two  classes  of  possible  attendants; 
namely,  those  who  may  come  out  occasionally  and  con- 
tribute some  brilliant  part  to  the  success  of  the  program, 
and  those  who  may  be  very  reticent  about  attending  the 
meeting  or  taking  any  active  part  in  the  proceedings. 
Strangely  enough,  there  are  very  many  good  and  well- 
meaning  persons  who  feel  that  they  should  have  a  personal 
invitation  from  some  one  in  authority  before  becoming 
actively  connected  with  a  society  of  the  kind  we  are  here 
discussing. 

Other  Important  Officers 

The  officer  next  in  importance  to  the  president  will  be 
the  press  agent,  who  may  or  may  not  be  required  to  act  as 
secretary.    The  duties  of  secretary  are  rather  perfunctory 


22  Outlines  of  Child  Study 

and  do  not  relate  vitally  to  the  success  of  the  work.  But 
in  case  of  the  press  agent  it  is  different.  This  person  should 
be  one  who  is  accustomed  to  writing  for  publication,  if  one 
such  be  available.  Before  selecting  the  press  agent  it 
would  be  a  good  idea  to  have  a  word  of  advice  from  the 
local  editors.  They  are  naturally  in  a  position  to  know 
who  is  most  capable  of  handing  in  good  news  items  and 
whose  "copy"  requires  little  or  no  editing  before  it  is 
printed. 

Another  officer  of  first  rank  importance  is  the  librarian 
of  the  association.  She  should  be  selected  from  among 
those  who  are  naturally  fond  of  books.  A  person  who  is 
more  or  less  familiar  with  the  general  field  of  child-welfare 
literature  will  be  ideal  for  this  service.  As  will  be  explained 
in  the  next  chapter,  the  librarian  of  the  association  will  be 
called  upon  to  assist  in  finding  the  reading  references 
necessary  for  those  who  are  to  have  a  further  part  in  the 
program.  She  will  also  endeavor  to  keep  informed  as  to  the 
newest  and  best  literature  on  the  subject  and  to  place 
before  the  society  her  recommendations  at  such  times  as 
they  may  desire  to  add  to  their  small  stock  of  books  and 
pamphlets. 

The  executive  committee  will  constitute  a  very  necessary 
group  of  the  officers  of  the  association.  Three  is  an  ideal 
number  for  this  committee.  But  these  three  should  in- 
clude a  variety  of  interests  and  personalities.  The  task  of 
preparing  a  program  early,  of  making  it  definite  as  to  the 
topics,  of  selecting  the  right  person  for  each  topic,  of 
persuading  reticent  members  to  take  an  assignment — ■ 
these  matters  require  a  large  fund  of  tact  and  good  judg- 
ment. The  members  of  the  committee  will  be  at  all  times 
conscious  of  the  danger  of  offending  the  members  through 
inadvertence.  They  will  need  to  keep  a  careful  record  of 
those  who  are  called  upon  to  participate  and  to  extend  the 


The  Officers  and  Members  23 

invitations  very  impartially.  There  is  always  a  tendency 
to  invite  the  willing  too  often  and  to  neglect  to  invite  the 
unwilling  participants  often  enough.  So  the  members  of 
the  program  committee  might  well  hold  before  their 
minds  some  such  questions  as  the  following:  "How  can 
we  be  fair  and  just  to  all  and  at  the  same  time  produce 
the  maximum  of  good  results  in  the  rendering  of  the 
program  performances?" 

Personnel  of  the  Members 

It  has  been  urged  several  times  above  that  the  child- 
welfare  society  is  in  the  very  nature  of  things  a  democratic 
affair.  Within  it  love  and  service  are  regarded  more  favor- 
ably than  rank  or  class.  Hence,  the  chief  function  of  the 
organization  is  to  serve  the  common  needs  of  child  life  and 
to  contribute  something  toward  the  better  unfoldment  of 
juvenile  personality.  All  will  forget  self  in  their  eagerness 
to  assist  in  the  work  of  the  society.  It  may  be  said  more- 
over, that  the  movement  is  a  success  in  proportion  as  it 
draws  to  its  ranks  representatives  of  all  the  factions  and 
elements  of  the  local  community. 

At  a  regular  monthly  meeting  of  a  certain  parent- 
teacher  association  there  were  a  few  less  than  four  score 
persons  present,  nearly  all  women.  A  comely  and  self- 
possessed  mother  of  middle  years  had  just  finished  a 
fifteen-minute  paper  on  the  subject,  "Training  Young 
Girls  to  Take  Care  of  Their  Own  Clothes."  The  discus- 
sion was  a  masterpiece  in  its  class.  The  speaker  had 
stated  her  points  most  clearly  and  had  outlined  a  definite 
plan  of  procedure.    All  were  highly  pleased  with  what  she 

had  said.    "  Who  is  this  Mrs. ?  "  several  members 

made  inquiry.     Not  a  few  were  surprised  to  learn  that 

Mrs. was  the  widowed  mother  of  four  children, 

all  under  ten  years  of  age  and  that  she  was  earning  the 


24  Outlines  of  Child  Study 

living  for  her  entire  household  solely  with  her  own  needle. 
The  other  parts  of  the  program  were  quite  as  appropriate 
and  to  the  point  as  this  one,  although  there  was  a  va- 
riety of  personalities  contributing.  The  entire  procedure 
seemed  so  genuine  and  free  from  self-consciousness  on  the 
part  of  all  who  were  participating.  At  the  close  of  the 
meeting  there  were  heard  many  words  of  commendation 
of  the  officers  and  others  on  account  of  the  success  and 
enjoyment  of  the  affair.  Surely,  love  and  good-fellowship 
and  an  effective  heart  service  in  behalf  of  the  children 
marked  this  occasion. 

A  Committee  on  Membership 

It  might  prove  very  helpful  to  the  work  of  the  parent- 
teacher  association  if  there  should  be  appointed  a  regular 
standing  committee  on  membership.  We  do  not  forget 
that  every  parent,  every  patron  of  the  school,  and  any 
interested  resident  is  considered  as  an  ex  officio  member  of 
this  child-study  society — that  is,  by  vote  of  the  initiatory 
meeting  this  widely  inclusive  and  democratic  membership 
was  provided  for.  But  even  after  this  excellent  beginning 
has  been  made  there  will  be  found  in  the  community  nu- 
merous persons  who  will  hang  back  and  perhaps  consider 
themselves  more  or  less  unwelcome  at  the  meetings. 
There  still  exist  among  us  so  many  exclusive  social  and 
literary  clubs  that  many  people  have  acquired  the  habit 
of  being  on  their  guard  for  fear  of  intruding  at  a  place 
where  they  are  not  welcome.  This  proposed  parent- 
teacher  association  is  so  cosmopolitan  in  its  membership 
that  many  will  need  to  have  the  matter  made  perfectly 
clear  before  they  respond  to  its  claims  for  their  attendance. 
The  committee  on  membership  will  go  quietly  among 
these  and  solicit  their  interest  and  help,  assuring  every  one 
of  the  service  she  may  render  the  cause  by  her  presence. 


The  Officers  and  Members  25 

After  the  backward  and  reticent  ones  have  been  brought 
in  and  made  to  feel  an  interest  in  the  affairs  of  the  society, 
and  to  appreciate  the  cordial  welcome  which  awaits  them 
there,  even  then,  it  will  not  be  necessary  to  make  a  second 
appeal  for  their  attendance. 


CHAPTER  IV 

METHODS  AND  MANAGEMENT 

It  was  stated  above  that  the  success  or  failure  of  the 
child-study  organization  will  depend  very  largely  upon  the 
tact  and  good  judgment  of  its  officers  of  administration. 
We  have  also  offered  some  rules  of  guidance  for  the  selec- 
tion of  the  various  officers.  Now  let  us  consider  somewhat 
in  detail  the  methods  whereby  the  officers  and  members 
may  all  contribute  to  the  success  of  the  movement  in 
behalf  of  childhood. 

Some  Duties  of  the  President 

The  presiding  officer  of  the  parent-teacher  association 
or  mothers'  club  will  attempt  to  keep  in  mind  those  many 
little  incidents  which  make  or  mar  the  progress  of  the 
meetings.  First  of  all,  she  is  in  a  position  somewhat  like 
that  of  toastmaster.  Some  one  has  said  that  every  public 
speaker  should  be  graded  as  follows:  fifty  per  cent  upon 
his  own  effort  and  fifty  per  cent  upon  his  introduction  by 
the  chairman  of  the  meeting.  This  statement  is  perhaps 
an  extreme  one  but  its  suggestiveness  is  certainly  in  point 
here.  The  chairman  must  bethink  himself  seriously  as 
to  how  to  launch  each  speaker  happily  upon  the  assigned 
topic,  and  in  doing  this  he  may  well  take  note  of  two  or 
three  special  matters:  (1)  the  favorable  opinion  of  the 
audience  as  regards  the  speaker  about  to  be  called,  (2)  a 
very  brief  word  of  preview  of  the  topic  being  announced, 
and  (3)  a  helpful  hint  to  the  speaker  relative  to  the  phase 
of  the  subject  which  needs  to  be  emphasized. 

26 


Methods  and  Management  27 

It  is  not  enough  for  the  chairman  of  the  meeting  to  ask 
the  secretary  to  call  the  first  speaker  with  the  mere 
announcement  of  the  topic.  Such  a  hasty  introduction 
will  suffice  in  cases  where  the  speaker  already  has  a 
thoroughly  established  reputation  with  the  audience  and 
is  expected  to  offer  something  very  much  desired  and 
welcomed.  In  the  usual  case  the  presiding  officer  must 
regard  it  as  his  serious  obligation  to  the  speaker  to  give 
him  the  happy  beginning  suggested  above.  Anything  less 
than  that  must  be  set  down  as  a  demerit  mark  after  the 
name  of  the  chairman. 

Very  few  speakers  are  enabled  to  overcome  the  adverse 
shock  of  a  "chilly"  introduction.  On  a  certain  occasion 
the  author  was  a  member  of  a  large  audience  which  was 
about  to  be  addressed  by  an  able  speaker  whose  reputation 
was  something  of  a  national  character.  The  chairman 
pounded  heavily  on  his  table  and  in  a  brusque  manner 
called  for  quiet,  saying,  "We  are  now  ready  to  begin  the 

exercises  of  the  afternoon.    Mr.  P is  here  and  will 

speak  on  the  subject,  'School  and  Home  Co-operation.'  " 
The  audience  was  still  noisy  and  not  at  all  ready  to  receive 
a  speaker,  for  the  psychology  of  the  crowd  had  not  done 
its  work.  Nearly  three  hundred  persons  were  assembled 
there  and  when  called  to  order  each  one  was  more  or  less 
lost  in  the  thought  of  the  moment  or  in  some  other  idea 
equally  foreign  to  the  topic  of  the  lecture.  Vacant  staring, 
whispered  inquiries,  questioning  glances,  and  inattention 
still  confronted  the  speaker  when  he  appeared.  No  one 
offered  any  applause.  The  entire  effort  was  a  defeat  for 
the  lecturer.  He  struggled  for  place  and  seemed  to  be 
searching  his  wits  for  the  right  opening,  which  the  chair- 
man had  neglected  to  give  him.  Sentiment  about  a 
speaker  is  a  remarkably  subtle  thing.  It  is  easily  manufac- 
tured and  is  cumulative.     Some  one  has  reported  that  a 


28  Outlines  of  Child  Study 

great  humorist  has  been  known  to  sway  his  audience  with 
laughter  simply  by  reciting  the  alphabet.  The  report  may 
be  exaggerated  but  if  there  be  any  truth  in  it,  the  laughter 
was  caused  chiefly  by  the  reputation  of  the  lecturer  and 
not  by  what  he  was  then  reciting.  They  who  came  to 
hear  him  were  already  thrilled  with  merriment  on  account 
of  what  they  knew  and  read  about  his  past  efforts  and  in 
that  case  almost  anything  he  might  care  to  render  would 
have  been  highly  acceptable. 

In  case  of  a  program  with  several  speakers  the  meeting 
will  go  on  most  satisfactorily  if  all  the  discussions  con- 
tribute to  the  solution  of  different  aspects  of  the  same 
general  problem.  Unity  of  thought  will  then  be  permis- 
sible. The  chairman  will  do  well  to  offer  a  brief  word  of 
comment  after  each  speaker  is  through,  commending  the 
effort  and  connecting  it  up  with  that  of  the  next  participant. 
Of  course  there  is  always  need  of  caution  lest  the  chairman 
consume  more  than  his  share  of  time.  His  remarks  must  be 
quick,  precise,  and  to  the  point,  and  must  not  seem  to  be  a 
matter  of  squandering  the  time  set  apart  for  the  meeting. 

Keep  the  Speakers  in  Line 

A  very  important  duty  of  the  chairman  of  the  parent- 
teacher  meeting  will  be  that  of  keeping  the  various  speak- 
ers within  the  limits  of  their  allotted  time  and  quietly 
insisting  that  each  confine  his  remarks  to  the  topic  as- 
signed. No  audience  will  long  patiently  tolerate  tedious, 
dull,  and  unimportant  discussions.  The  members  will 
simply  drop  away  from  the  meeting  and  not  return.  A 
balanced  schedule  of  topics  and  time  allowances  is  impera- 
tive. In  the  ideal  situation,  about  four  speakers  with 
fifteen  minutes  each  is  the  rule.  There  is  not  so  much 
necessity  of  calling  time  on  the  speaker  at  the  end  of  his 
assigned  period  as  there  is  of  urging  sharply  that  all  will  be 


Methods  and  Management  29 

expected  to  close  their  remarks  after  a  given  length  of 
time.  If  held  to  the  point  the  members  of  the  audience 
will  soon  fall  into  these  regular  habits  and  very  few  will  be 
guilty  of  violating  a  set  of  excellent  self-imposed  rules  of 
procedure. 

But  to  keep  each  speaker  upon  his  own  topic,  to  remind 
him  gently,  but  insistently  that  he  is  to  confine  himself 
to  this  topic— such  a  matter  requires  extreme  tactfulness 
on  the  part  of  the  chairman.     Nevertheless,  even  at  the 
expense  of  giving  occasionally  a  mild  offense,  this  rule  of 
conducting  the  meeting  must  be  followed.    One  of  the  best 
means  of  avoiding  the  embarrassment  of  prosaic  discus- 
sions at  the  meetings  is  to  provide  carefully  that  all  the 
participants  be  notified  early  of  their  topics  and  their 
duties  respecting  the  program.    The  unprepared  speaker 
is  the  one  who  naturally  branches  off  upon  one  or  more 
foreign  topics.    Let  the  chairman  disqualify  the  speakers 
for   committing  this   offense   by   stating    clearly   at   the 
opening  of  the  hour  the  association's  policy  of  expecting 
the  participants  to  come  prepared,  and  of  requiring  them 
to  discuss  only  the  assigned  topics.     The  scattering  dis- 
cussion not  only  spoils  the  program  of  the  hour  but  it 
tends  to  disarrange  and  weaken  many  future  programs. 
It  is  especially  embarrassing,  in  a  case  where  all  the  topics 
on  a  general  program  are  related,  to  have  one  person  come 
forward  and  take  all  the  life  out  of  a  succeeding  speaker's 
topic  by  discussing  it  instead  of  his  own.    Therefore,  an 
important  detail  will  be  that  of  furnishing  beforehand  to 
each  person  interested  a  complete  list  of  the  assignments. 

The  General  Discussion 

After  each  of,  say,  four  persons  has  given  about  a 
fifteen-minute  discussion  of  his  topic  and  the  chairman 
has  consumed,  all  told,  not  to  exceed  fifteen  minutes  in 


30  Outlines  of  Child  Study 

the  various  introductions  and  connecting  talks — then,  a 
general  discussion  of  the  subject  of  the  day  may  be  invited. 
Now  is  the  time  for  opinions  as  well  as  expert  suggestions 
and  advice,  all  to  continue  for  a  quarter  of  an  hour  and 
longer  if  the  interest  does  not  lag.  This  should  be  every- 
body's meeting.  Again,  the  success  of  the  general  discus- 
sion devolves  chiefly  upon  the  president.  He  will  try  to 
understand  the  personnel  of  the  audience  and  will  single 
out  by  name  not  a  few  persons,  asking  each  one  to  dis- 
cuss briefly  some  matter  which  relates  to  the  work  of  the 
meeting.  Many  of  the  best  brief  discussions  will  be  ob- 
tained in  this  manner.  The  backward  member,  on  invita- 
tion, often  proves  to  be  a  ready  contributor  to  the  problem 
in  hand.  And  then,  this  effort  of  the  chairman  to  induce 
the  maximum  number  of  those  present  to  contribute 
something  to  the  program — this  is  one  of  the  secrets  of 
enlisting  the  permanent  interest  of  many  who  might 
otherwise  go  home  feeling  dissatisfied  with  the  meeting. 
"They  love  who  are  permitted  to  serve."  The  foregoing 
maxim  will  apply  fittingly  to  the  period  of  general  discus- 
sion. It  may  be  stated  that  those  who  are  induced  to 
participate  will  be  more  inclined  than  the  others  to  come 
back,  and  they  will  go  home  more  satisfied  because  of 
their  having  been  recognized  and  seemingly  appreciated. 

Two  Classes  of  Speakers 

As  stated  above  there  are  only  two  classes  of  persons 
who  are  in  an  ideal  position  to  participate  in  the  assigned 
topic  discussions  at  the  meeting  of  the  parent-teacher 
association.  They  are  these:  (1)  the  person  who  from 
actual  experience  has  accumulated  some  considerable 
knowledge  bearing  upon  the  topic  assigned,  and  (2)  the 
person  who  will  take  the  trouble  to  make  preparation  upon 
the  topic  of  the  day.     The  executive  committee  will  do 


Methods  and  Management  31 

well  to  keep  this  matter  prominently  in  mind  in  their 
selection  of  those  who  are  to  take  part  at  the  meeting. 
But  the  committee  will  not  necessarily  look  for  expertness 
only  in  high  places.  Not  infrequently  a  parent  in  some 
very  humble  position  has  acquired  through  experience 
some  most  helpful  knowledge  about  child  life.  It  is  a 
peculiar  virtue  of  the  program  committee  to  seek  out  this 
and  other  forms  of  expertness  and  bring  it  to  the  meeting. 

For  example,  a  little  mother,  who  lives  far  out  on  the 
edge  of  the  community  is  known  to  be  very  able  in  her 
management  of  her  little  boys.  She  has  already  succeeded 
in  a  marked  degree  with  their  home  discipline.  Her 
children  are  willing  and  cheerful  and  obedient  in  the 
performance  of  their  assigned  tasks.  The  art  of  the 
mother  in  training  them  is  very  apparent.  Now,  this 
person  may  have  never  read  a  line  on  child  welfare  but 
she  is  certainly  in  an  ideal  position  for  being  invited  to 
discuss  some  such  topic  as,  "Teaching  Children  Obe- 
dience." Very  probably,  when  asked  to  take  part  in  a 
meeting  this  reticent  and  modest  little  mother  will  throw 
up  her  hands  in  fright  and  refuse  almost  flatly  to  have 
anything  to  do  with  the  matter.  Now,  here  is  an  occasion 
for  the  executive  committee  to  render  a  real  service  to  the 
organization,  to  the  young  mother,  and  the  community  at 
large.  They  should  regard  the  matter  of  bringing  such  a 
contribution  into  the  meeting  as  a  prize  worthy  to  be 
sought  by  every  fair  means.  Coaxing,  palavering,  and 
other  forms  of  "sweet  adroitness"  should  be  resorted  to  as 
a  means  of  bringing  this  new  talent  into  service. 

The  author  has  known  at  least  one  program  committee, 
the  members  of  which  spent  a  full  hour  in  persuading  a 
mother  to  come  out  to  the  meeting  and  offer  a  discussion, 
and  they  finally  succeeded.  The  mother's  objection  was 
that  she  had  nothing  worth  while  to  offer,  that  she  did  not 


32  Outlines  of  Child  Study 

know  how  to  speak  in  public,  and  the  like.  It  was  proved 
subsequently  that  the  hour's  pleading  was  more  than 
paid  for  by  the  excellent  discussion  which  the  mother 
offered  before  the  assembly.  Unfortunately,  not  all 
persons  appreciate  the  fact  that  eloquence  consists  chiefly 
in  having  something  worth  while  to  say  and  in  saying  it 
with  force  and  earnestness  and  enthusiasm. 

Keeping  all  Factions  Interested 

It  will  not  be  an  easy  task  for  the  executive  committee 
so  to  balance  the  program  as  to  treat  fairly  and  impartially 
all  the  classes  and  factions  of  the  community,  for  they 
must  deal  indirectly  with  public  sentiment  and  gossip. 
It  should  not  be  asserted  truthfully  by  anyone  that  the 
committee  are  inclined  to  favor  some  special  group.  Such 
adverse  criticism  may  occur  because  of  the  fact  that  the 
public  has  not  been  made  aware  of  the  preconceived  policy 
of  the  committee.  So,  it  is  always  well  for  the  committee 
to  take  the  public  fully  into  their  confidence  by  making  all 
possible  announcement  of  future  assignments.  Let  it  be 
explained,  for  example,  that  a  certain  group  will  be  called 
upon  to  bring  some  particular  contributions  to  the  pro- 
gram, and  that  after  this  has  been  accomplished  another 
specified  group  will  be  brought  into  service. 

No  matter  how  democratic  the  community,  the  interests 
and  experiences  of  the  various  members  will  be  radically 
different  from  one  another,  and  they  will  naturally  fall 
into  classes.  The  teachers,  the  mothers  of  nursing  in- 
fants, the  parents  of  adolescent  boys,  the  officers  of  a  city 
government — these  represent  distinct  elements  of  a  com- 
munity, and  all  such  interests  will  be  expected  to  con- 
tribute distinctive  parts  to  the  child-welfare  program. 
On  one  occasion  only  parents  may  be  asked  to  participate, 
at  the  succeeding  one  teachers  may  be  called  upon  exclu- 


Methods  and  Management  33 

sively  to  bring  up  their  part  of  a  general  course  of  dis- 
cussion. The  executive  committee  cannot  be  too  often 
reminded  of  their  duty  toward  every  individual  class  and 
group  of  the  whole  society,  and  that  they  are  under 
obligations  to  make  a  very  strenuous  effort  to  bring  all 
these  into  the  service  of  the  child-study  organization. 

"They  Love  Who  Humbly  Serve" 

It  is  a  tremendous  task  to  break  down  long  standing 
prejudices  and  opinions.  To  induce  the  members  of  a 
community  to  make  a  less  frequent  use  of  the  word  "my" 
and  a  more  frequent  use  of  the  word  "our"  in  their  efforts 
toward  improving  child  life — this  is  a  sign  of  genuine 
progress  toward  better  things  for  the  young.  It  is  to  be 
considered  a  fundamental  principle  of  this  text  that 
parents  cannot  live  wholly  within  themselves  in  dealing 
with  children,  that  each  family  though  a  unit,  is  vitally 
related  to  all  the  other  families;  that  there  must  be  real 
co-operation  among  parents  who  live  side  by  side  if  they 
wish  to  succeed  fully  in  the  development  of  their  children. 
The  idea  of  service  and  usefulness,  the  helping  hand  spirit, 
must  prevail  throughout  all  the  well-placed  endeavor  in 
behalf  of  the  little  ones.  The  work  of  the  executive  com- 
mittee in  bringing  the  hidden  elements  of  a  local  com- 
munity into  active  service  at  the  meeting,  will  do  more 
than  perhaps  anything  else  to  break  down  prejudice  and 
false  opinions  about  the  children  in  the  homes.  Many  a 
one  so  brought  in  will  discover  for  the  first  time  that  faults 
and  failures  as  well  as  merits  and  successes  are  very  com- 
mon among  all  ordinary  boys  and  girls.  Thus  the  way  will 
be  opened  for  love  and  service  and  co-operation  in  child 
training  among  parents  who,  though  dwelling  side  by  side, 
have  been  in  the  habit  of  regarding  one  another's  efforts 
with  more  or  less  suspicion  and  unfriendliness. 


CHAPTER  V 

THE  LABORATORY  IDEA  IN  CHILD  STUDY 

One  of  the  very  best  possible  aims  of  the  parent- 
teacher  association  will  be  that  of  training  its  members  in 
the  habit  of  observing  the  conduct  of  children.  Indeed, 
it  may  be  said  that  the  acquisition  of  such  a  habit  on  the 
part  of  any  person  marks  the  beginning  of  his  intensive  and 
successful  study  of  child  life.  Character  is  evolved  chiefly 
out  of  personal  experience.  To  the  one  who  is  discerning 
every  voluntary  act  which  he  sees  another  performing 
suggests  a  bit  of  personal  history.  We  accomplish  our 
various  little  daily  tasks  awkwardly  or  well  in  proportion 
as  we  have  been  trained  to  do  them  during  childhood  and 
youth.  Chance  incident,  good  fortune  or  bad  fortune  in 
our  childhood  environments,  teachers  who  were  wise  or 
otherwise,  parental  thought  and  carefulness  or  lack  of  it, 
and  countless  other  matters,  all  impressed  themselves 
upon  our  nerves  in  peculiar  ways  during  the  period  of  our 
growth  and  tended  to  shape  our  personalities  as  we  possess 
them  to-day. 

Learn  to  Observe  the  Children 

Now,  to  the  student  of  juvenile  problems  the  children 
become  a  sort  of  psychological  laboratory;  for,  co-related 
with  their  every  movement  is  the  formation  of  their 
inner  nervous  systems.  And  since  children  may  be  seen 
doing  such  a  great  variety  of  things  in  such  a  great  variety 
of  ways  this  laboratory  is  present  everywhere,  if  one  only 
knows  how  to  observe  and  interpret  juvenile  conduct. 

34 


The  Laboratory  Idea  in  Child  Study  35 

So,  by  the  laboratory  idea  in  child  study,  we  mean  just 
what  has  been  implied  above,  namely,  to  observe  children 
m  their  natural  activities.  There  is  more  than  instruction 
and  interest  in  this  sort  of  thing.  The  one  who  does  it 
continually  will  soon  find  himself  thoroughly  in  love  with 
his  task. 

At  a  so-called  better-baby  exhibit  at  a  county  fair  the 
author  of  this  text  noted  two  classes  of  persons  present, 
those  who  observed  the  children  and  those  who  did  not.' 
Some  women  and  many  men  crowded  by  the  baby  station 
without  paying  any  more  attention  to  the  little  ones  than 
if  they  had  been  mere  blocks  of  wood.    Others  stopped  to 
fondle  them  and  to  observe  the  childish  behavior.     It 
would  not  be  fair  to  criticise  a  man  who  rushed  through 
the  crowd  of  babies,  almost  knocking  some  of  them  over 
in  his  eagerness  to  reach  the  swine  pen  where  he  was  to 
stand  for  an  hour  admiring  the  animals.     It  would  not 
be  fair  to  censure  him  because  of  the  fact  that  he  could 
discourse  entertainingly  for  three  hours  at  a  stretch  upon 
the  many  marks  of  merit  and  demerit  among  the  various 
breeds  of  swine,  while  at  the  same  time  he  would  not  be 
able  to  talk  intelligently  for  five  minutes  upon  any  im- 
portant problem  relative  to  the  children.     It  is  chiefly 
his  personal  experience  which  has  made  him  respond  in 
this  way.     We  have  been  teaching  boys  and  young  men 
all  about  the  pigs  and  other  animals  but  they  have  never 
had  a  single  well-presented  lesson  about  children,  even 
though  they  are  naturally  expected  at  some  time  to  assume 
the  responsibilities  of  fatherhood. 

Yes,  the  best  way  to  know  pigs  is  to  study  pigs,  and  the 
best  way  to  know  children  is  to  study  children.  It  is 
apparent  that  those  who  study  the  swine  intensively 
learn  to  love  them.  Then,  do  we  have  to  argue  that  those 
who  study  children  intensively  will  learn  to  love  them  also? 


36  Outlines  of  Child  Study 

Watch  the  Little  Ones  at  Home 

Every  mother  of  a  little  child  has  her  own  home  labora- 
tory. As  she  watches  the  little  one  she  will  soon  become 
conscious  of  the  fact  that  his  plastic  nervous  system  is 
functioning  as  an  accompaniment  of  his  every  baby  act. 
She  observes  him  as  he  falls  quietly  to  sleep  at  the  close  of 
a  full  meal  and  realizes  that  the  nutriment  has  come  into 
contact  with  the  delicate  nervous  mechanism  in  the 
region  of  the  stomach,  that  the  blood  has  been  drawn 
away  from  the  brain  centers.  She  observes  him  again 
as  he  awakens  out  of  his  sleep,  makes  note  of  the  writhing, 
kicking,  and  crying  and  realizes  that  the  little  stomach  is 
now  empty,  that  the  blood  has  partly  returned  to  the 
cranial  centers  and  that  the  nervous  system  is  now  im- 
pressed differently  from  what  it  was  at  the  time  of  going  to 
sleep.  Now  she  observes  the  happy  infant  clutching  with 
his  tiny  hands,  trying  to  seize  a  bright  object,  attempting 
to  put  the  little  pink  thumb  into  the  little  pink  mouth,  and 
to  do  a  hundred  and  one  baby  acts;  and  she  learns  to 
regard  all  of  these  as  the  beginnings  of  the  larger  and 
more  complex  deeds  of  later  childhood. 

There  are  three  prime  essentials  for  easy  and  successful 
study  of  child  life,  (1)  a  child  to  observe,  (2)  other  little 
ones  for  this  child  to  associate  with,  (3)  an  authentic  book 
on  child  life.  Given  these  elements  and  allowing  time  and 
persistence,  and  one  may  be  reasonably  expected  to  de- 
velop into  an  expert  student  of  human  nature. 

Study  the  Neighborhood  Children 

It  is  most  helpful  and  instructive  to  spend  an  hour  each 
day  among  the  children  of  the  neighborhood,  acting  as  a 
sort  of  monitor  and  guide  for  them.  Here  is  a  place  for  a 
rich  observation  of  character  in  the  making.     And  here 


The  Laboratory  Idea  in  Child  Study  37 

many  of  the  great  deeds  of  the  world  are  acted  out  in 
miniature.  Children  naturally  fall  into  neighborhood 
groups,  somewhat  after  the  fashion  of  a  military  camp. 
They  have  their  captains,  lieutenants,  corporals,  and 
privates. 

Suppose  one  has  been  appointed  to  appear  at  a  coming 
meeting  of  the  parent-teacher  association  and  discuss 
the  topic,  "Neighborhood  Play."  An  hour  among  the 
children  each  day  for  a  week,  with  pencil  and  note  book  in 
hand,  should  enable  one  to  prepare  a  most  valuable  paper. 
He  should  thus  be  in  a  position  to  inform  many  of  those 
present  at  the  meeting  in  regard  to  matters  which  they 
have  failed  to  observe  from  their  own  occasional  glancing 
out  at  the  window.  One  who  observes  the  neighborhood 
group  of  children,  acting  as  both  student  and  director, 
will  be  surprised  at  what  he  can  achieve  in  a  short  time. 
Let  him  attempt  to  introduce  a  few  simple  games  and  to 
organize  the  children  so  that  they  will  do  team  work  and 
get  along  more  harmoniously.  Among  other  matters 
it  will  be  discovered  that  children  are  not  very  inventive 
in  their  play,  that  they  continue  to  play  in  awkward  ways, 
and  that  they  are  most  willing  to  follow  the  guidance  of  a 
well-informed  leader. 

Visit  the  Playground 

It  would  not  be  a  very  difficult  matter  for  the  members 
of  the  parent-teacher  association  to  appoint  an  afternoon 
for  visiting  the  public  playground  and  making  observa- 
tions of  certain  activities  thereon.  Suppose  they  go  with 
an  inquiry  somewhat  like  this:  What  proportion  of  the 
children  are  wholesomely  related  to  the  games,  taking  an 
active  part  in  them,  and  really  acquiring  something 
definitely  helpful?  Let  the  observers  mark  the  so-called 
bully  and  the  others  whose  conduct  is  crude  and  in  need 


38  Outlines  of  Child  Study 

of  refining.  Let  them  take  note  of  the  children  who  play 
awkwardly  and  of  those  who  linger  along  the  edge  and 
never  get  into  the  game.  In  general,  let  the  visitors  test 
the  efficiency  of  the  playground  and  of  the  leader.  To  the 
careless  observer  the  children  may  all  seem  to  be  having  a 
happy  and  joyous  afternoon  together,  but  the  expert  will 
probably  discover  that  the  various  games  are  being 
participated  in  by  relatively  few  children,  while  the  mass  of 
them  are  pushed  aside  where  they  stand  much  of  the  time 
inactive. 

Visit  the  Picnic  Grounds 

If  the  earnest  student  of  child  life  wishes  to  gather  many 
notes  on  the  crude  conduct  of  children  who  lack  leadership, 
he  may  do  so  by  visiting  the  little  ones  at  an  informal 
picnic.  It  would  not  be  inappropriate  for  the  members  of 
the  association  to  go  in  a  body,  each  one  to  make  his 
own  observations  and  to  bring  up  a  brief  report  to  be 
given  at  a  succeeding  meeting.  An  hour  or  two  might 
profitably  be  spent  in  commenting  upon  the  following 
topic:  'What  I  observed  the  children  doing  at  the  picnic." 
Many  of  those  present  will  be  surprised  at  the  large 
amount  of  adverse  criticism  of  the  children.  Crying, 
whining,  teasing,  begging  for  sweetmeats,  pleading  to  go 
home,  crude  and  ill-directed  play — all  these  and  other 
adverse  criticism  will  be  reported.  One  of  the  chief 
points  to  be  gained  by  such  reports  and  the  accompanying 
discussions  will  be  that  of  appreciating  the  extreme  value 
of  organized  play  and  of  a  play  director  for  the  children. 

Attend  the  Kindergarten  School 

It  will  be  fortunate  if  the  members  of  the  association 
can  have  access  to  some  well-conducted  kindergarten 
school.    In  such  a  case  they  may  go  in  a  body  and  spend 


The  Laboratory  Idea  in  Child  Study  39 

an  hour  quietly  observing  the  little  ones.  Under  best 
conditions  the  children  are  thoroughly  accustomed  to 
visitors  and  therefore  do  not  suffer  from  self-consciousness. 
Of  course,  the  observers  will  note  the  different  degrees  and 
varieties  of  attention  on  the  part  of  the  young.  Some  will 
be  stupid  and  inattentive  at  the  presentation  of  sound,  but 
these  same  little  ones  may  look  with  eager  eyes  when 
objects  are  placed  before  them.  Conversely,  other  chil- 
dren will  be  "audiles,"  sharp  and  keen  in  their  sense  of 
hearing  and  in  their  attention  to  things  heard,  while  they 
show  a  dullness  of  the  visual  attention.  The  observers 
must  be  slow  to  pronounce  this  or  that  child  bright  or 
dull,  for  all  the  little  ones  will  be  found  to  have  their 
bright  spots  and  their  dull  spots.  Strangely  enough,  this 
same  situation  obtains  in  the  life  of  adults.  We  are  smart 
enough  in  respect  to  some  things  and  at  the  same  time 
well  nigh  ignoramuses  in  respect  to  others. 

One  feature  of  the  kindergarten  school  which  the  ob- 
server should  especially  note  is  the  relatively  high  degree  of 
attention  and  team  work  manifested  by  the  children. 
There  is  a  much  higher  degree  of  significance  of  the  lesson 
in  the  consciousness  of  every  child  present  than  is  the  case 
when  the  lesson  is  merely  an  incidental  one,  such  as  marks 
the  undirected  situation. 

The  Baby  Health  Station 

The  so-called  better-baby  exhibit  will  furnish  many 
excellent  opportunities  for  the  study  of  child  life.  And, 
let  us  urge  here  as  we  have  already  done  many  times 
hitherto,  that  the  baby  contest  is  a  crude,  undemocratic 
and  unnecessary  procedure  at  best.  It  renders  assistance 
to  the  children  which  need  it  least,  the  highly  selected 
ones,  and  ignores  the  common-place  and  the  most  needy 
ones,  to  say  nothing  about  the  extreme  offense  which 


40  Outlines  of  Child  Study 

it  naturally  gives  to  the  mothers  of  the  last  named 
classes. 

The  author  of  this  text  has  proved  beyond  question  that 
no  contest  or  prize  giving  is  necessary  in  order  to  induce 
mothers  to  bring  their  little  ones  out  to  be  scored,  for 
160  babies  were  brought  in  for  scoring  within  a  period  of 
four  afternoons,  and  that  in  an  instance  where  none  of 
these  chief  allurements  were  held  out.  The  physician  and 
his  assistants  made  out  a  score  card  which  aimed  to  render 
a  genuine  service  to  the  mother  of  every  sort  of  child,  the 
picked  ones,  the  common  ones,  and  all  others  included. 
This  score  card  showed  the  physical  condition  of  the  little 
one,  in  accordance  with  a  graded  scale  and  indicated  in 
writing  any  necessary  change  in  the  care  and  diet  of  the 
child,  or  any  needed  medication.  Each  mother  was  given 
an  order  for  a  free  photograph  of  her  baby,  the  picture  to 
serve  as  a  memento  of  the  occasion. 

Now,  let  the  members  of  the  association  visit  one  of 
these  baby  health  stations  and  they  will  learn  many  little 
things.  For  example,  the  plumpest  and  best  looking  babies 
are  not  always  the  soundest  and  most  promising.  Hidden 
weaknesses  may  be  found  in  them  by  the  skilled  expert. 
As  a  result  of  right  practice  one  should  also  learn  to  detect 
genuineness  of  child  health  and  character  as  against  mere 
superficial  beauty  and  high  grade  personal  adornment. 
If  the  entire  association  cannot  visit  the  baby  station  in  a 
body,  then  some  member  may  attend  and  may  be  called 
upon  at  the  meeting  to  make  a  full  report  of  her  observa- 
tions. 

Bring  the  Children  in 

On  certain  occasions  it  may  be  found  practicable  to 
have  a  member  bring  a  child  or  two  to  the  meeting  for 
some  kind  of  demonstration.     Suppose  the  topic  to  be, 


The  Laboratory  Idea  in  Child  Study  41 

"Little  Lessons  in  Child  Training."  Then  a  little  one  may 
be  shown  for  the  first  time,  how  to  climb  on  and  off  a  box, 
to  place  clothes  pins  in  certain  formations,  to  turn  a  latch, 
to  tie  a  knot,  to  place  the  Montessori  blocks  in  their  correct 
position,  and  the  like.  Strange  to  say,  many  of  those  who 
are  actually  mothers  of  small  children  have  failed  to  detect 
the  possibilities  of  training  mere  babies  to  do  things  in 
better  and  more  definite  ways  than  these  little  ones  in- 
cidentally learn  to  do  them. 

Finally,  perhaps  the  best  that  can  be  urged  in  behalf 
of  the  observation  method  of  studying  children  is  that  it 
will  tend  to  make  all  more  noticeable  of  what  the  young 
members  of  the  community  are  doing  in  the  course  of 
their  daily  activities,  and  more  interested  in  what  may  be 
planned  and  arranged  for  the  boys  and  girls  in  thought  of 
their  becoming  at  length  transformed  into  ideal  men  and 
women. 


PART  TWO 
THE  CHILD-STUDY  PROGRAMS 


PREFACE  TO  PART  TWO 

In  the  preceding  chapters  we  have  made  out  in  con- 
siderable detail  a  plan  and  a  method  whereby  to  make  the 
meetings  interesting  and  successful.  But  since  so  much 
depends  upon  the  management  of  the  program  it  seems 
advisable  to  reiterate  here  and  to  enumerate  some  of  the 
leading  rules  of  guidance,  as  follows : — 

1.  Urge  each  speaker  to  confine  his  or  her  remarks 
strictly  to  the  assigned  topic.  Scattering  discussions  do 
much  towards  weakening  the  program  of  the  day  and 
spoiling  the  future  ones. 

2.  By  all  means  avoid  calling  the  unprepared  speaker 
to  discuss  one  of  the  regular  topics.  Each  topic  represents 
an  integral  part  of  a  larger  and  more  general  subject. 

3.  Cultivate  the  thought  among  the  members  that  each 
speaker  should  strive  to  make  at  least  one  vital  contribu- 
tion to  the  program  discussions.  Such  is  the  minimum  of  a 
creditable  performance. 

4.  Provide  carefully  that  each  person  who  is  to  appear 
on  the  program  receive  early  notification  of  his  assigned 
duty.  Two  weeks'  time  is  little  enough  for  successful 
preparation. 

5.  Seek  to  assign  to  each  regular  topic  one  of  two  classes 
of  experts;  namely,  the  expert  who  is  such  because  of 
definite  experience,  and  the  expert  who  is  such  because  of 
definite  preparation. 

6.  Break  the  monotony  of  the  meetings  by  having  an 
occasional  whole  community  rally,  at  which  time  there 
may  be  called  an  outside  speaker  of  note.     This  person 

45 


46  Preface  to  Part  Two 

with  the  help  of  some  light  entertainment  may  occupy  the 
full  time  usually  given  to  the  regular  program. 

7.  Strive  earnestly  to  secure  for  the  use  of  the  society 
at  least  the  first  one  dozen  of  volumes  named  in  the  pre- 
liminary book  list  (Chapter  XV.)  and  the  pamphlets 
which  go  with  them. 

8.  Appoint  a  competent  librarian  to  take  charge  of  the 
books  and  assist  those  who  have  assigned  topics  in  their 
preparation  for  the  program  appearances.  The  com- 
munity librarian  may  be  able  to  handle  this  matter. 

9.  A  press  agent  is  a  prime  essential  for  the  success  of 
the  child-study  society  herein  contemplated.  This  person 
must  be  some  one  who  can  write  a  clear  and  condensed 
report  of  the  meeting  and  an  attractive  announcement  of 
the  future  programs,  all  ready  for  the  local  editor  to  set 
into  type. 

10.  Unselfishness,  sympathy  for  the  children  of  all  ages 
and  conditions,  and  a  desire  to  learn  and  to  serve — these 
ideals  will  dominate  the  conduct  of  all  the  members  and 
make  their  time  of  coming  together  an  occasion  of  joy  and 
inspiration  for  all. 

In  the  use  of  the  references  the  members  will  note  that 
the  first  numeral  indicates  the  number  of  the  volume 
(Chapters  XV,  XVI,  XVII),  and  the  second  numeral 
represents  the  page  of  the  book  or  the  number  of  the 
pamphlet  to  which  reference  is  made.  Where  practicable 
the  first  set  of  references  has  been  confined  to  the  pre- 
liminary book  list  of  Chapter  XV.  Then  follow  references 
in  the  larger  book  list;  and  finally,  references  to  the  larger 
field  of  literature. 


CHAPTER  VI 
THE  MOTHER  AND  THE  INFANT 

PROGRAM  1 

THE   SACRED   CALLING    OF   MOTHERHOOD 

1.  How  Can  Young  Women  be  Made  to  Appreciate  It? 
8-3;  4-275. 

2.  How  Can  Young  Men  be  Made  to  Respect  It? 
5-321;  11-181. 

3.  How  Can  Society  be  Made  to  Recognize  It?  1-319; 
17,  Bulletin  on  Mothers'  Pensions. 

4.  How  Have  Some  Scriptural  Writers  Shown  Their 
Regard  for  It?    See  Bible  Concordance.    110-213;  135-1. 

Suggestions 

a.  Keep  strictly  to  the  topic  of  the  hour,  with  a  speaker 
for  each  subdivision. 

b.  Ask  for  a  free-for-all  discussion  of  topic  No.  2. 

c.  Note  the  many  references  at  the  close  of  the  Bulletin 
on  Mothers'  Pensions. 

d.  The  one  who  has  topic  No.  4  might  call  on  several 
others  to  assist  in  giving  brief  Bible  reference  readings. 

e.  There  are  many  other  good  references  to  be  found  in 
the  larger  book  list. 

/.  The  Spirit  of  Youth  and  the  City  Streets,  by  Jane 
Addams  (Macmillan),  is  a  helpful  reference  for  these 
chapters  on  Motherhood. 

47 


PROGRAM  2 

THE   PHYSICAL   STATUS   OF   MOTHERHOOD 

1.  What  Physical  Qualities  are  most  Essential  for 
Child  Bearing ?    1-309 ;  6-240. 

2.  Does  Child  Bearing  Usually  Improve  the  Health  of 
the  Mother?    1-304;  21-287. 

3.  Does  the  Mother  Who  is  Entirely  Relieved  of  House 
Work  Rear  Better  Children  than  the  One  Who  Does  it 
All?    8-31;  51-108. 

4.  The  Plight  of  the  Mother  who  Must  Work  all  Day 
Away  from  Home  and  Children.  32-Dependent  Children 
Series  No  7;  Survey,  V.  32,  No.  17,  p.  22;  No.  38,  p.  43. 

Suggestions 

a.  Consult  Adolescence,  by  G.  Stanley  Hall,  and  the 
magazine  American  Motherhood  for  help  on  No.  1. 

b.  Let  the  one  who  has  topic  No.  2  secure  the  testimony 
of  at  least  five  physicians,  and  ten  mothers  and  summarize 
their  answers. 

c.  Let  the  one  who  has  topic  No.  3  try  to  make  a  com- 
parative study  of  typical  motherhood  of  the  South  and  the 
North. 

d.  If  convenient,  in  preparation  of  the  paper  on  topic 
No.  4,  consult  the  files  of  Survey. 

e.  In  the  general  discussion  ask  for  methods  of  ideal 
physical  care  of  the  mother  at  the  time  of  birth  of  the 
child. 

/.  For  excellent  help  on  No.  4  see  The  Delinquent 
Child  and  The  Home,  Breakinridge-Abbott.  Survey 
Associates,  N.  Y. 

48 


PROGRAM  3 

THE   MENTAL   STATUS   OF   MOTHERHOOD 

1.  How  does  Motherhood  Change  the  Quality  of  a 
Woman's  Mind  and  Morals?    4-199;  8-77. 

2.  How  Does  Motherhood  Change  the  Ordinary 
Woman's  Ambition?    4-82;  11-140;  94-84. 

3.  How  Does  Motherhood  Affect  a  Woman's  Interest  in 
Community  Affairs?    1-290;  12-23. 

4.  How  Does  Motherhood  Influence  a  Woman's  Inter- 
est in  Business  and  Finance?    6-178;  8-97;  27-60. 

Suggestions 

a.  All  these  programs  assume  that  there  will  be  four 
speakers  or  papers  on  each. 

b.  Literature  which  is  precisely  to  the  point  on  this 
lesson  is  scarce.  Let  those  who  manage  the  program  strive 
diligently  to  show  that  (1)  Motherhood  changes  many 
so-called  worldly  minded  young  women  into  persons  of 
sense  and  maternal  sympathy,  (2)  that  the  ideal  mother 
slowly  discovers  her  responsibility  to  the  community 
effort  in  child  welfare,  and  that  this  mother  also  learns  to 
appreciate   the   social   and   moral   meaning   of   business. 

c.  Mother  and  Baby,  by  Anne  B.  Newton,  M.  D. 
(Lathrop),  will  be  found  helpful. 


49 


PROGRAM  4 

EUGENICS  AND  SOUND  MOTHERHOOD 

1.  May  the  Known  Facts  about  Race  Breeding  be 
Made  Available  to  the  General  Public?     10-1;  28-206. 

2.  The  Qualities  of  Physique,  Mind  and  Morals  Neces- 
sary for  the  Mothers  of  a  Sound  Race.  6-253;  1-277; 
26-156. 

3.  Unsound  Qualities  which  Morally  Forbid  a  Woman 
to  Bear  Children.    8-intro ;  26-176. 

4.  Measures  now  Coming  into  Use  to  Protect  the  Race 
Against  a  Defective  Motherhood.    26-220. 

Suggestions 

a.  Do  not  hold  up  excessive  standards  of  race  soundness 
and  thus  discourage  the  members.  Nearly  all  are  in- 
herently sound  enough  for  substantial  parenthood. 
Emphasize  the  standards  of  excellence  attainable  through 
wise  effort. 

6.  The  "perfect  baby"  and  the  perfect  adult  are  both, 
very  mythical.  We  are  all  "long"  or  "short"  in  some 
respects.    A  few  are  defective  and  unfit  to  become  parents. 

c.  Inquire  of  the  following  for  data  on  Nos.  2,  3,  and  4, 
(1)  American  Eugenics  Laboratory,  Cold  Spring  Harbor, 
New  York,  (2)  Training  School  for  Defectives,  Vineland, 
New  Jersey.    The  Magazine  Survey,  New  York  City. 


50 


PROGRAM  5 

MAKING   CLUB   LIFE   HELPFUL   TO   MOTHERHOOD 

1.  The  Helpfulness  Derived  from  the  Mother's  Brief, 
Frequent  Absence  from  Her  Children.      23-47;  21-302. 

2.  Ideal  Club  Activities  for  the  Mother  of  Young 
Children.    32- Inquire;  110-216. 

3.  May  the  Problems  of  Motherhood  Have  an  Occa- 
sional Place  on  the  Social  or  Literary  Club  Program? 
31-k;  146-248. 

4.  What  is  the  Ideal  Child  Study  Club  for  Women,  and 
what  are  Its  Best  Benefits?    94-190. 

Suggestions 

a.  References  in  these  topics  are  scarce.  Write  to  the 
editor  of  the  Child  Welfare  magazine,  Philadelphia,  for 
helps  on  No.  2;  also  to  the  editor  of  American  Motherhood, 
Cooperstown,  N.  Y. 

b.  Write  to  the  American  Institute  of  Child  Life, 
Philadelphia,  and  to  the  head  officers  of  state  and  local 
federation  of  clubs  for  help  on  No.  3. 

c.  Inquire  of  the  State  or  the  National  Congress  of 
Mothers  for  help  on  No.  4. 

d.  Do  not  be  satisfied  with  meagre  results.  Address 
letters  of  inquiry  to  the  extension  department  of  the 
Universities  of  Kansas,  Texas,  Wisconsin,  and  Missouri 
on  any  or  all  these  topics  and  read  the  replies  at  the  club 
meeting. 


51 


PROGRAM  6 

THE   POLITICAL   STATUS   OF   MOTHERHOOD 

1.  What  are  some  Good  Reasons  Why  Mothers  Should 
Study  Political  Affairs?    6-312;  21-207. 

2.  The  Political  and  Civic  Problems  Which  Most 
Concern  Motherhood.    6-320;  19-15. 

3.  The  Ballot  as  a  Woman's  Instrument  for  the  Defense 
of  Motherhood  and  Childhood.    146-256. 

4.  Woman's  Best  Mode  of  Attack  against  two  Direct 
Foes  of  Motherhood,  namely  the  Saloon  and  the  Brothel. 
5-180;  6-323. 

Suggestions 

a.  Avoid  partisan  politics  but  do  not  dodge  the  political 
issues  which  concern  motherhood. 

b.  Note  that  women  are  less  inclined  toward  party 
politics  than  men. 

c.  Write  the  National  Equal  Suffrage  Association,  New 
York,  for  literature  on  No.  3. 

d.  Write  the  Union  Signal,  Evanston,  111;  the  National 
Purity  Federation,  LaCrosse,  Wis.,  The  Scientific  Temper- 
ance Federation,  Boston;  the  Chicago  School  of  Civics 
and  Philanthropy,  for  data  on  No.  4. 

e.  Call  for  a  report  of  the  methods  worked  out  by  the 
Chicago  Vice  Commission  for  combatting  the  social  evil. 


52 


PROGRAM  7 

THE   PENSION   SYSTEM   AND   MOTHERHOOD 

1.  What  has  been  achieved  by  Way  of  Pensioning 
Mothers?  18-Bulletin  on  Mothers'  Pensions;  World's 
Work,  V.  26,  p.  272;  31-14. 

2.  What  are  the  Arguments  for  and  against  a  Pension 
System  for  Mothers?    18-  No.  31.    Survey,  V.  29,  p.  737. 

3.  A  Constructive  Plan  for  Administering  the  Pension 
System.    Survey,  V.  32,  No.  1,  p.  23. 

4.  In  What  Way  May  Some  Advantage  or  Reward  of 
Merit  be  Offered  to  All  the  Mothers  of  Sound  Children? 
26-156;  13;  V.  7,  p.  418. 

Suggestions 

a.  Note  that  we  penalize  parenthood  by  making  life 
harder  for  mothers  than  we  do  for  non-mothers. 

b.  As  was  the  case  with  the  public  school  at  first,  the 
mothers'  pension  idea  is  still  under  the  ban  of  being  re- 
garded as  a  form  of  charity. 

c.  Does  not  the  national  income  tax  law  place  a  pre- 
mium on  marriage  and,  incidentally,  parenthood? 

d.  Figure  the  cost  of  orphanages  and  determine  if 
they  are  less  expensive  than  hiring  foster  parents  to  take 
care  of  children. 

e.  See  back  pages  of  Mothers'  Pensions,  Russell  Sage 
Foundation,  for  many  reference  readings. 


53 


PROGRAM  8 

THE   CHILDLESS   WOMAN   AND   MOTHERHOOD 

1.  Jane  Addams,  Ida  M.  Tarbell,  and  Julia  C.  Lathrop 
as  Mothers  of  the  Children  of  the  Nation.  See  Who's 
Who  In  America. 

2.  The  Joy  and  Satisfaction  Derived  from  the  Adopted 
Child.    27-321. 

3.  How  May  One  Proceed  to  Securing  a  Safe  and  Sound 
Child  for  Adoption?  31-  A;  Eugenics  Laboratory,  Cold 
Spring  Harbor,  N.  Y. 

4.  Some  Ways  whereby  the  Motherless  or  Unmarried 
Woman  May  Act  as  Foster  Parent  for  the  Children  of  the 
Community.    6-306;  27-203. 

Suggestions 

a.  Bring  out  that  part  of  the  biographies  of  these  three 
women  which  shows  their  service  to  motherhood. 

b.  Let  the  one  who  has  topic  No.  2  attempt  to  obtain 
helpful  facts  from  actual  and  successful  foster  mothers. 

c.  There  is  something  very  significant  in  the  fact  that  a 
mother  and  child  who  are*  separated  during  the  entire 
period  of  childhood  are  not  inclined  to  feel  the  normal 
close  ties  of  kinship. 

d.  There  are  many  motherless  women  who  feel  that 
their  lives  are  empty.  Let  the  one  who  has  topic  No.  3 
inquire  of  eugenists,  the  keepers  of  orphanages,  and  others 
and  thus  obtain  a  positive  answer  to  this  question. 


54 


PROGRAM  9 

THE   PRE-NATAL   CARE   OF   THE   MOTHER 

1.  How  should  the  Expectant  Mother  be  Nourished  and 
Clothed?    8-31. 

2.  In  What  Way  May  She  Best  Take  Her  Daily  Exer- 
cise?   21-3; 106-23. 

3.  What  Amount  of  Work  May  She  Perform  Without 
Danger?    15-  State  Board  of  Health ;  31-  c. 

4.  Some  Lessons  in  Mental  Poise  for  the  Expectant 
Mother.    6-331;  31-  E;  101-75. 

Suggestions 

a.  Let  one  of  the  members  be  assigned  to  visit  a  good 
hospital  and  obtain  the  rules  followed  there  in  relation  to 
topic  No.  1. 

b.  The  person  having  topic  No.  2  should  visit  at  least 
five  physicians  and  put  this  question  to  them,  sum- 
marizing their  replies. 

c.  A  good  way  to  prepare  on  No.  3  is  to  inquire  per- 
sonally of  at  least  six  busy  mothers  and  take  notes  upon 
their  success-experiences  relative  thereto. 

d.  In  preparing  upon  topic  No.  4  note  that  the  scientists 
take  little  stock  in  the  idea  of  birth  marks  and  the  prenatal 
influence  of  the  mother  upon  the  mind  and  morals  of  her 
coming  child.  However,  prenatal  poise  and  rhythm  in- 
fluence the  general  health  of  the  infant  favorably. 


55 


PROGRAM  10 

THE   BIRTH    OF   THE   CHILD 

1.  Some  Details  of  Immediate  Preparation.  15-  Kansas 
State  Board  of  Health;  31-  c. 

2.  The  Important  Duties  of  the  Attending  Physician. 
15-  Apply  to  National  Congress  of  Mothers  for  Bulletin. 

3.  How  may  the  Nurse  Render  the  Greatest  Possible 
Assistance?  see  The  Home  Nurse,  Lowery  (Forbes  & 
Co.,  Chicago). 

Suggestions 

a.  Write  to  your  state  Board  of  Health  for  helps  on  the 
topics  above. 

b.  Many  mothers  are  still  careless  as  to  what  physician 
is  called  to  the  birth  side.  Obtain  definite  information  as 
to  the  duties  of  the  attending  physician  from  one  who  has 
a  large  and  successful  practice  in  this  line. 

c.  In  answering  No.  3,  consult,  if  practicable,  a  trained 
baby -nurse  who  can  give  full  details  and  who  will  especially 
emphasize  such  matters  as  cleanliness  and  sterilization. 

d.  Many  mothers  are  permanently  injured  during  child 
birth.  Find  out  just  what  injuries  are  likely  to  occur  and 
precisely  what  the  able  physician  does  to  make  immediate 
and  permanent  repairs. 


56 


PROGRAM  11 

THE   NOURISHMENT   OF   THE   BABY 

1.  Advantages  and  Rules  of  Breast  Feeding.     2-  42. 

2.  What  is  a  Proper  Diet  for  the  Mother?  15-  Cornell 
University  Bulletin;  32-  Leaflet;  135-44. 

3.  Time  and  Frequency  of  Nursing  the  Child.     2-104. 

4.  Supplementary  Feeding  of  the  Breast  Fed  Baby. 
31-  c;  see  Mother  and  Baby,  Newton  (Lathrop). 

Suggestions 

a.  This  program  will  interest  the  club  of  young  mothers 
most.  Probably  every  one  of  them  should  own  a  copy  of 
Dr.  Holt's  book. 

b.  More  infants  are  killed  by  improper  food  and  drink 
than  by  any  other  cause.  The  breast-fed  baby  has  the 
better  chance  to  survive. 

c.  Topic  No.  2  is  the  most  important  in  this  list.  But 
how  vitally  it  is  related  to  the  physical  health,  the  amount 
of  work  and  exercise,  the  quality  of  mind,  and  the  like, 
of  the  nursing  mother. 

d.  Topic  No.  4  is  a  difficult  one  upon  which  to  secure 
reliable  data,  because  of  the  very  different  quality  of 
mother's  milk  and  the  other  food.  Consult  a  specialist,  if 
at  all  convenient,  and  give  the  club  the  benefit  of  his 
assistance. 


57 


PROGRAM  12 

NOURISHMENT   FOR   THE   BOTTLE-FED    CHILD 

1.  The  Right  Quantity  and  Quality  of  Milk.     2-549. 

2.  A  Practical  and  Easy  Method  of  Sterilization. 
15-  Cornell  University  Bulletin;  2-107. 

3.  What  is  Pasteurized  Milk  and  What  are  its  Virtues? 
3-10. 

4.  The  Right  Way  to  Secure  Cow's  Milk.    2-63. 

Suggestions 

a.  One  of  the  four  papers,  perhaps  by  a  specialist,  should 
make  a  careful  analysis  of  the  pure-food  problem  as  it 
affects  the  life  of  the  infant,  showing  how  disease  is  in- 
troduced into  the  digestive  tract  through  unsanitary 
feeding. 

b.  The  matter  of  proprietary  foods  for  infants  is  certain 
to  come  up  for  discussion.  Many  experiences  regarding 
their  use  may  be  related  by  the  members.  Perhaps  it 
will  be  apparent  that  infant  stomachs  are  as  much  unlike 
as  the  infant  characters,  and  that  meat  for  one  is  poison 
for  the  other. 

c.  The  point  will  be  made  that  most  probably  there 
will  be  need  of  experimentation,  in  many  instances,  before 
the  best  can  be  found. 


58 


PROGRAM  13 

WEANING   THE   BABY 

1.  A  Balanced  Ration  for  the  Weaning  Baby.  2-49; 
135-65. 

2.  Preparing  the  Food  for  the  Newly  Weaned  Child. 
2-52. 

3.  Some  Sources  of  Danger  in  the  Infant's  Dietary. 
15-  Cornell  Bulletin;  32-  Leaflet. 

4.  The  Proper  Regulation  of  the  Infant's  Meals.  See 
Better  Babies  and  Their  Care,  Anna  S.  Richardson 
(F.  A.  Stokes  &  Co.,  N.  Y.). 

Suggestions 

a.  Weaning  time  is  a  danger  period  in  the  life  of  the 
child.  Therefore,  attempt  to  secure  carefully  prepared 
papers  on  these  topics. 

b.  The  young  mothers  will  especially  wish  to  know  how 
to  prepare  quickly  the  simple  and  wholesome  dietaries. 
On  one  occasion  the  writer  of  the  paper  copied  her  formulas 
on  the  black  board. 

c.  The  teething  period  is  a  precarious  age  for  children. 
What  special  means  and  devices  are  to  be  relied  upon  for 
tiding  the  baby  over  it? 

d.  Negative  reports,  such  as  tell  of  bad  and  fatal  condi- 
tions, are  good  only  to  stimulate  effort.  Clear  and  positive 
rules  and  methods  will  be  far  more  serviceable. 


59 


PROGRAM  14 

THE   SPECIAL   ORGANS   OF   THE   INFANT 

1.  Care  and  Treatment  of  the  Baby's  Eyes.  2-17; 
21-190. 

2.  Care  and  Treatment  of  the  Baby's  Ears.     2-171. 

3.  Ideal  Conditions  of  the  Nose  and  Throat.  15- 
Minnesota  State  Board  of  Health. 

4.  Proper  Attention  to  the  Genital  Organs.    31-  F. 

Suggestions 

a.  Bulletins  from  the  various  state  boards  of  health  and 
articles  from  the  medical  journals  will  be  the  chief  sources 
of  literature  for  this  study. 

b.  Some  one  should  speak  with  authority  on  the  follow- 
ing points:  (1)  Hurtfulness  of  bright  light  to  the  baby's 
eyes,  (2)  Dangers  of  infection  at  time  of  birth,  (3)  Safe- 
guarding the  eyes  during  time  of  such  diseases  as  measles. 

c.  It  is  now  known  that  a  large  percentage  of  children 
are  addicted  to  nose  and  throat  troubles,  especially  ade- 
noids. Learn  whether  or  not  these  may  be  treated  during 
infancy. 

d.  Find  out  what  is  done  to  stretch  and  re-adjust  the 
foreskin  as  a  substitute  for  circumcision. 


60 


PROGRAM  15 

INFANTILE   HEALTH   AND   SANITATION 

1.  How  About  Giving  Medicine  to  the  Baby?     2-87. 

2.  The  Wholesome  effects  of  Fresh  Air  and  Sunlight. 
19-200;  122-32. 

3.  How  to  Give  Baby  a  Bath.  See  Mother  and  Baby, 
Newton  (Lathrop,  Lee  &  Shepard  Co.,  N.  Y.). 

4.  Why  Should  Thumb  Sucking  and  False  Nipples  be 
Avoided?    Inquire  of  State  Board  of  Health. 

Suggestions 

a.  In  making  preparation  of  a  paper  upon  No.  1,  let  the 
appointed  member  write  to  the  Bureau  of  Chemistry  for 
some  valuable  pamphlets  on  the  subject  of  poisonous 
drugs  and  patent  medicines.  Bring  up  the  matter  of  the 
many  advertisements  of  such  hurtful  drugs,  giving  names 
and  actual  illustrations  when  possible. 

b.  It  is  said  that  not  one  person  in  five  ever  learns  during 
his  life  time  to  make  the  best  use  of  the  bath  as  an  agency 
of  health.  Appeal  to  the  medical  authorities  for  help  on 
this  subject. 

c.  From  the  literature  cited  frequently  above,  and  from 
other  sources,  make  a  schedule  of  hours  for  sleep,  and 
exercise  for  infants  of  various  ages. 


61 


PROGRAM  16 

THE   BEGINNINGS   OF   BABY   HABITS 

1.  How  to  Regulate  the  Infant's  Eating  and  Sleeping. 
10-14;  5-154;  95-13. 

2.  How  Much  Fondling  and  Handling  will  an  Infant 
Endure?    21-  16;  31-  c. 

3.  How  Much  Crying  and  Laughing  is  good  for  Baby's 
Health?    2-160. 

4.  How  to  Prevent  Nervous  Shocks  and  Fears.  10-32; 
54-169. 

Suggestions 

a.  Dr.  Woods  Hutchinson  does  not  agree  with  Dr.  Em- 
mett  Holt  in  saying  that  crying  is  good  for  the  baby's 
health.  But  is  it  not  possible  that  the  infant  might  remain 
quiescent  too  much  and  then  not  employ  that  inner 
friction  which  stimulates  activity  and  learning? 

6.  The  over-fondled  child  is  likely  to  become  either 
sickly  or  precocious,  both  of  which  are  very  undesirable. 

c.  We  criticise  the  mother  who  occasionally  lets  her 
child  cry  itself  to  sleep  for  the  sake  of  discipline;  but  how 
about  the  one  who,  every  time  the  little  one  "cheeps"  the 
least  mite,  runs  straightway  to  offer  some  form  of  speedy 
relief? 


62 


PROGRAM  17 

CLOTHING   THE   BABY 

1.  Garments  for  Protection  of  the  Delicate  Organs. 
2-21;  138-15;  135-155. 

2.  The  Winter  Clothing  most  Suitable  for  the  Baby. 
2-23;  126-164. 

3.  The  Baby  and  its  Warm  Weather  Wardrobe.    2-22. 

4.  Outdoor  wraps  and  Extras  for  the  Little  One.  135- 
160. 

Suggestions 

a.  Make  the  point  of  adaptability  of  the  child  to  the 
various  conditions  of  both  food  and  clothing.  It  seems  to 
be  a  fact  that  some  mere  infants  slowly  become  inured  to 
the  use  of  heavy  adult  food  and  scant  clothing.  Or,  are 
these  merely  examples  of  the  physically  fittest  to  survive? 

b.  Probably  more  children  suffer  from  too  much  cloth- 
ing than  from  too  scant  clothing. 

c.  It  is  suggested  that  the  program  makers  try  to  bring 
out  a  little  research  work,  by  having  some  one  visit  those 
mothers  who  are  actually  caring  for  children  and  inquire  as 
to  their  methods  of  clothing  the  little  ones. 


63 


PROGRAM  18 

THE   BABY   AS   A   LEARNER 

1.  Assisting  the  Infant  to  use  his  Hands  and  Feet. 
3-16;  9-79. 

2.  Teaching  the  Baby  to  Creep  and  to  Walk.     3-23 
138-34. 

3.  The  First  Language  Lessons  of  Infancy.      19-96 
116-163. 

4.  How  to  Teach  "Baby  Must  Not  do  That."    20-33 
54-82. 

Suggestions 

a.  Have  a  member  review  chapter  one  of  King's 
Psychology  of  Child  Development.  This  will  open  the 
way  to  the  understanding  of  many  of  the  problems  of 
infancy. 

b.  Childhood  activities  awaken  irregularly.  One  infant 
may  learn  to  creep  very  early  and  another  learn  to  talk 
very  early.  The  attempts  to  grade  the  intelligence  of 
babies  on  the  basis  of  using  the  sense  organs  as  a  sign  of 
acuteness,  is  a  mere  joke. 

c.  Baby  habits,  whether  good  or  bad,  should  be  noticed 
in  the  treatment  of  these  topics.  Some  children  are 
regarded  as  dull  when,  as  a  matter  of  fact,  they  have 
scarcely  ever  had  a  single  hour  of  instruction  in  anything. 
They  have  merely  been  turned  loose. 


64 


CHAPTER  VII 

THE  PRESCHOOL  DEVELOPMENT  OF  THE 
CHILD 

PROGRAM  19 

THE   HOME   PLAY    PROBLEM 

1.  The  Newly  Discovered  Meaning  of  Play.  5-75; 
1-73;  6-85. 

2.  Some  Simple  Devices  for  Home  Play.  5-77;  16- 
No.  35. 

3.  How  and  When  to  Play  With  the  Children.  4-78; 
316-39. 

4.  Play  as  an  Introduction  to  Juvenile  Industry.  1-114 ; 
11-129;  16-39;  9-159. 

Suggestions 

a.  Keep  the  four  members  participating  strictly  to  their 
topics,  and  urge  that  something  vital  be  contributed  in 
each  case.    Reread  Chapter  IV.  of  this  text. 

b.  The  speaker  on  topic  No.  2  may  make  some  careful 
inquiries  among  those  who  have  helpful  devices,  and  re- 
port accordingly. 

c.  Someone  has  said  that  a  person  is  not  fit  to  work  with 
children  unless  he  knows  how  to  play  with  them.  How 
can  the  busy  parent  keep  up  this  fine  art  of  play? 

d.  Is  there  really  much  difference  between  the  play  of 
the  child  and  the  industry  which  he  loves  to  perform? 

e.  The  Magazine  Playground  is  a  standard  authority 
and  help  in  this  work. 

65 


PROGRAM  20 

THE   NEIGHBORHOOD    PLAT   CENTER 

1.  Establishment  and  Equipment  of  a  Neighborhood 
Play  Center.    6-87;  16-  No.  118. 

2.  What  Children  Should  be  Admitted  to  the  Group 
and  Why?    5-93;  138-95. 

3.  How  may  we  Safeguard  the  Morals  of  the  Neighbor- 
hood Group?    11-59;  16-  No.  102. 

4.  How  may  we  Inculcate  Team  Work  and  Social 
Justice  Among  Them?    16-  No.  81 ;  37-50;  122-308. 

Suggestions 

a.  It  is  difficult  to  make  ordinary,  busy  parents  see  the 
value  of  co-operation  in  the  neighborhood  play  of  their 
children.  Make  this  program  urge  that  point  with  force 
and  emphasis. 

b.  In  many  a  neighborhood  group  some  small  boy  is 
singled  out  and  picked  at  by  the  others  and  thus  probably 
in  time  his  delinquency  is  contributed  to.  One  parent, 
who  sees  this  situation  and  relieves  it  is  a  benefactor  of 
high  rank. 

c.  Urge  that  the  play  group  be  made  democratic.  Is  it 
better  to  drive  so-called  bad  children  away  or  to  bring 
them  into  the  group  and  save  them  by  sympathetic  direc- 
tion of  their  energies? 


66 


PROGRAM  21 

AT   THE   PUBLIC   PLAYGROUND 

1.  Under  What  Conditions  is  the  Child  Safe  There? 
16-  No.  81. 

2.  Plans  for  Conducting  the  Child  to  and  from  the 
Playground.    16-  Bulletin. 

3.  May  the  Mothers  assist  as  voluntary  Leaders  of  the 
Children?    16-  No.  113;  54-231. 

4.  Playground  Apparatus  Necessary  and  Helpful  for 
Pre-Adolescent  Children.     16-  No.  43;  37-42. 

Suggestions 

a.  The  watchword  of  this  program  should  be  "Super- 
vised play  is  a  part  of  the  necessary  schooling  of  every 
child."  If  the  members  can  be  made  to  accept  this  maxim 
and  act  on  it  in  good  faith,  the  meeting  may  be  regarded 
as  having  been  a  great  success. 

b.  In  responding  to  topic  No.  2,  the  member  will  likely 
render  the  best  service  if  she  has  made  personal  inquiry 
among  those  who  conduct  their  own  and  other  children  to 
the  playground. 

c.  Parents  are  slow  to  appreciate  the  value  and  meaning 
of  the  public  playground,  just  as  they  once  hung  back  in 
reference  to  the  school  and  the  Sunday  school;  but  the 
play  movement  is  slowly  gaining. 


67 


PROGRAM  22 

THE   KINDERGARTEN 

1.  A  Brief  Historical  Sketch  of  the  Kindergarten. 
(See  Encyclopedia). 

2.  How  to  adopt  the  Kindergarten  to  the  Child  in  the 
Home.    38-40;  6-93;  109-67. 

3.  Is  the  Public  Kindergarten  Succeeding?  How  and 
Why?  (Dexter,  History  of  Education  in  United  States, 
p.  166). 

4.  A  Plan  for  Organizing  a  Privately  Supported  Kinder- 
garten. (Kindergarten  Review,  Springfield,  Mass.)  110; 
133. 

Suggestions 

a.  The  Kindergarten  Review,  Monthly,  Manistee,  Mich.; 
The  Mothers'  Magazine,  Elgin,  111.;  and  such  publishers 
as  Milton,  Bradley  Co.,  Springfield,  Mass.;  and  A.  Flana- 
gan Co.,  Chicago,  111.,  may  be  appealed  to  for  helps  on 
these  topics. 

b.  Conveying  the  children  to  and  from  the  Kinder- 
garten is  a  difficult  problem.  A  good  mother  has  met  this 
difficulty  by  hauling  the  24  little  members  of  the  school 
back  and  forth  in  her  commodious  automobile. 

c.  For  little  girls,  the  so-called  Kitchengarden  is  most 
helpful.  J.  B.  Lippincott,  Philadelphia,  Pa.,  have  a  good 
book  on  the  subject. 


68 


PROGRAM  23 

THE   MONTESSORI   METHOD 

1.  A  Brief  Sketch  of  Madam  Montessori  and  her  Work. 
62-1. 

2.  A  Description  of  the  Montessori  Apparatus.    63-48. 

3.  The  Montessori  Idea  of  Discipline.     65-86. 

4.  Suggestions  for  Adapting  this  Method  to  the  Home 
Child.    5-9;  64-171. 

Suggestions 

a.  If  there  be  an  opportunity  to  do  so  have  the  Mon- 
tessori apparatus  so  that  the  members  might  see  just  what 
it  is. 

b.  The  chapter  in  Madam  Montessori's  own  book  on 
"Discipline"  is  a  classic.  Have  it  carefully  reviewed  at 
the  meeting  if  possible. 

c.  Would  it  be  practicable  to  organize  a  Montessori 
school  or  House  of  Childhood  in  every  district  where 
there  are  mothers  who  are  bread  earners?  Should  not 
this  be  a  public  function? 

d.  Is  not  the  substantial  part  of  the  Montessori  ped- 
agogy to  be  found  in  the  educational  philosophy  of  Froebel 
and  John  Dewey? 


69 


PROGRAM  24 

TEACHING  THE  CHILD  TO  OBEY 

1.  When  and  How  do  the  First  Lessons  in  Obedience 
Begin?    5-6;  3-71. 

2.  The  Fault  of  Too  Many  Parental  Orders,  and  the 
Remedy.    1-333;  23-15. 

3.  How  to  Punish  a  Child  of  the  Pre-School  Age  for 
Disobedience.    1-136 ;  10-44 ;  21-144. 

4.  How  may  the  Parent  Become  "Firm,  Decisive,  Yet 
Gentle  and  Effective"  in  the  Exercise  of  Authority  over 
the  Child?    11-88;  19-116. 

Suggestions 

a.  Some  member  should  make  the  point  that  children 
learn  to  obey  in  the  same  way  that  they  learn  other  les- 
sons— by  slow,  tedious  practice. 

b.  Disobedience  is  taught  by  too  many  parental  orders. 
The  child  has  neither  time  nor  opportunity  to  learn  to  do 
the  multitude  of  things  requested  of  him  by  careless  over- 
seers. 

c.  There  is  little  meaning  and  less  sense  in  that  oft 
used  phrase  about  "breaking  the  will  of  the  child." 

d.  Then,  is  not  obedience  largely  a  matter  of  habit? 


70 


PROGRAM  25 

THE   FIRST   LESSONS   IN   CHILDHOOD   INDUSTRY 

1.  Theory  of  Industry  as  Culture.    6-65;  30-185. 

2.  Some  Suitable  Baby  Tasks  for  Baby  Hands.  5-10; 
122-179. 

3.  How  to  meet  the  Objection  "The  Child  is  More 
Trouble  than  it  is  worth."    30-68;  31-  M. 

4.  Some  Methods  and  Incentives  to  be  Used  in  the 
Teaching  of  Childhood  Industry.    23-172 ;  31-H. 

Suggestions 

a.  Probably  many  of  the  members  will  be  laboring  under 
the  false  theory  that  school  book  instruction  and  so-called 
higher  education  is  a  fair  substitute  for  training  in  work 
and  common  industry. 

b.  Is  the  old  idea  of  an  easy  life  of  "culture  and  refine- 
ment" still  dominating  the  thought  of  many  parents  as  an 
ideal  for  their  children?  Is  this  ideal  consistent  with  a 
genuine  democracy? 

c.  Make  the  motto  of  the  day  "Industry  for  the  sake  of 
the  child  and  his  character  development." 


71 


PROGRAM  26 

TRAINING    CHILDREN    IN    GOOD    MANNERS    AND    POLITENESS 

1.  Some  Points  on  Teaching  Children  Table  Manners. 
60-83;  54-141. 

2.  What  is  the  Place  of  "Company  Manners"  in  the 
Child's  Course  of  Instruction?    21-133. 

3.  A  Reasonable  Plan  for  Giving  the  Child  His  Part  in 
the  Conversation  with  Visitors.    5-126. 

4.  Will  too  Much  Childhood  Politeness  Tend  to  Destroy 
Spontaneity  and  to  Remove  the  Helpful  Effects  of  Trial 
and  Error?    1-22;  122-1. 

Suggestions 

a.  The  author  of  this  volume  holds  strongly  to  the 
theory  that  the  training  in  good  manners  and  politeness 
may  go  forward  too  rapidly  and  be  accomplished  too  soon. 
Sometimes  "perfect  manners"  on  the  part  of  a  child  is 
another  name  for  lack  of  spontaneity. 

b.  On  the  occasion  of  a  call  at  a  friend's  house  a  mother 
brought  along  her  three  little  ill-mannered  boys,  who 
pried  into  everything  about  the  place.  But  they  learned 
fast  during  the  hour.  Another  caller  brought  a  little  one 
who  was  "perfectly  good"  and  sat  demurely  at  his 
mother's  side.  Take  your  choice,  but  remember,  children 
learn  only  through  activity,  and  much  of  that  must  be 
marked  by  error. 


72 


PROGRAM  27 
children's  fights  and  quarrels 

1.  Give  a  Reasonable  or  Philosophical  Defense  of  the 
Contentions  of  Children  of  the  Pre-School  Age.     1-93. 

2.  Some  examples  of  how  to  Settle  a  Childhood  Quarrel. 
6-274. 

3.  A  Plan  for  Obviating  Trouble  Between  Those  Whose 
Children  Disagree.    8-129;  19-176. 

4.  May  the  Contentious,  Pugnacious  Boy  be  Slowly 
Refined  into  a  Man  of  Courage  and  Power?    25-152. 

Suggestions 

a.  Children  show  an  endless  variety  of  so-called  bad 
dispositions.  These  little  difficulties  or  errors  into  which 
they  fall  are  the  starting  points  of  instruction  and  training. 

b.  It  is  not  bad  for  mere  children  to  fight  and  quarrel 
a  little,  but  it  is  bad  if  those  crude  dispositions  be  not 
slowly  turned  toward  the  good. 

c.  Many  parents  believe  that  only  their  own  children 
quarrel.  Suppose  some  member  be  appointed  to  investi- 
gate this  matter  and  render  a  true  report. 

d.  How  about  the  good  and  the  great  among  adults? 
Did  they  ever  quarrel  or  fight  during  childhood? 


73 


PROGRAM  28 
children's  lies  and  thievery 

1.  May  the  Lie  be  Defended  as  an  Expression  of  Race 
Instinct?    1-128;  138-183. 

2.  Over-imagination  as  a  Factor  in  Children's  Mis- 
statements.   1-57; 116-59;  118-40. 

3.  How  to  Develop  the  Right  Idea  of  Ownership  in 
Young  Children.    20-127;  54-246. 

4.  Special  Methods  for  Correcting  both  of  these  Racial 
Tendencies.    8-127;  27-271;  11-58. 

Suggestions 

a.  Probably  all  children  early  manifest  the  instinct  of 
deception  which  is  a  form  of  lying,  but  some  are  much 
more  prone  to  this  disposition  than  others. 

b.  Generosity  in  judging  the  children  of  another  is 
what  many  parents  need  to  learn. 

c.  If  they  report  that  a  certain  boy  is  the  "biggest  liar 
in  the  whole  community,"  send  a  member  to  make  a  full 
list  of  this  same  boy's  virtues,  overlooking  none. 

d.  Here  is  a  topic  for  some  one:  How  a  Certain  Child 
Was  Taught  to  Lie  and  Steal — A  History  of  the  Case. 


74 


PROGRAM  29 

TELLING   STORIES   TO   CHILDREN 

1.  What  Class  of  Stories  Especially  Suits  the  Pre- 
School  Child  and  Why?    23-76;  24-93. 

2.  How  to  Use  the  Bed-Time  Story  Hour.  21-345; 
138-153. 

3.  Can  Story  Telling  be  Successfully  Combined  with 
Moral  Instruction?    4-236;  129-5. 

4.  Some  Good  Literature  on  Stories  and  Story  Telling. 
24-188;  see  books  numbered,  49,  99,  108,  144. 

Suggestions 

a.  A  demonstration  in  story  telling  is  the  thing  to  be 
desired  here.  Therefore,  call  at  least  one  person  who  is 
an  adept  to  bring  a  group  of  children  before  the  club  and 
show  how  to  tell  a  story. 

b.  The  bed-time  story,  if  excitable,  will  reflect  its  nature 
in  the  dreams  of  the  child,  will  it  not? 

c.  Dare-devil  and  wild-west  stories  are  necessary  for 
boys  of  a  certain  age.  But,  how  can  the  coarse  and 
brutish  be  kept  out  of  these  stories? 

d.  "A  story  with  a  moral" — are  there  really  very 
many  such?  Or,  are  the  majority  of  them  mostly  moral 
with  a  little  tale  and  less  head? 


75 


PROGRAM  30 

childhood's  feaks  and  fancies 

1.  When  and  How  do  Fears  Arise  in  Child  Life?    3-57; 
11-77. 

2.  How,  if  Ever,  May  Fear  be  Made  Use  of  as  a  Moral 
Incentive  in  Childhood  ?    9-43 ;  1 0-4 1 . 

3.  Some  Examples  of  How  to  Teach  Children  to  Over- 
come Fear.    6-334; 23-19. 

4.  How  to  deal  with  Over-fancifulness  on  the  Part  of 
Children.    1-127;  54-169. 

Suggestions 

a.  As  a  background  for  the  study  of  fear  let  the  mem- 
bers ask  themselves  what  they  now  in  adult  life  actually 
fear.    Then,  what  is  the  origin  of  those  fears? 

b.  Fear  lowers  the  vitality  of  the  fearful  one  by  impair- 
ing the  circulation  and  the  respiration.  May  fear  become 
habitual  and  chronic— e.  g.  the  fear  of  burglars— so  that 
the  health  is  likely  to  become  permanently  impaired? 

c.  See  the  author's  work  "Psychology  and  Higher 
Life,"  Chapters  XVII-XIX.  (A.  Flanagan  Co.)  for  a  full 
treatment  of  fear  under  the  title  "Social  Sensitiveness." 

d.  Will  some  member  explain  how  auto-suggestion  or 
psychotherapy  may  be  used  to  overcome  fear  and  worry? 


76 


CHAPTER  VIII 
THE  PRE-ADOLESCENT  BOY  AND  GIRL 

PROGRAM  31 

KEEPING   THE   CHILDREN   IN   SCHOOL 

1.  How  can  Parents  Promote  Punctuality  and  Regular 
Attendance  at  School  ?   5-17. 

2.  What  do  Regularity  and  Punctuality  Mean  to  the 
Teacher  and  Her  Work?    28-207;  19-33. 

3.  What  are  some  Reasonable  Excuses  for  Keeping 
Children  Out,  and  Why?    11-24;  23-106. 

4.  What  Penalties  and  Other  Measures  Assist  the 
Teacher  in  Keeping  up  the  Attendance  Record?    29-123. 

Suggestions 

a.  For  many  years  there  was  a  tendency  to  place  the 
responsibility  for  all  of  the  child's  education  upon  the 
school.  Is  the  pendulum  now  swinging  too  far  in  the 
direction  of  the  home? 

b.  Are  there  children  who  attend  school  irregularly  be- 
cause of  a  false  belief  that  they  are  sickly?  Will  some 
teacher  answer  the  question  frankly? 

c.  Do  some  children  dislike  school  because  of  the  fact 
that  their  home  is  to  them  an  easy-going  loafing  place? 

d.  Should  the  children's  tasks  and  duties  at  home  be 
serious  enough  to  make  the  school  seem  fairly  inviting  by 
comparison? 

77 


PROGRAM  32 

HOME   AND   SCHOOL   CO-OPERATION   IN   MORALS 

1.  What  may  Each  do  to  Safeguard  Morals  on  the  Way 
to  and  from  School?  (Discussion  by  one  teacher  and  one 
parent).    5-16;  124-51. 

2.  How  Best  to  Promote  Clean  Morals  on  the  School 
Ground.     (Discussion  by  a  teacher).     6-29;  4-101. 

3.  Devices  and  Suggestions  for  Dealing  with  the  Per- 
sistently Immoral  School  Boy.    3-134;  133-273. 

Suggestions 

a.  The  author  has  long  held  to  the  view  that  morality 
is  not  necessarily  a  natural  trait  of  "good"  children;  but, 
like  everything  else  it  must  be  acquired  by  practice. 

6.  Will  the  members  of  the  club  each  pause  long  enough 
to  recall  the  many  times  when  they  committed  childish 
immoral  acts?     What  was  the  final  means  of  salvation? 

c.  "Tattling"  is  overdone  as  a  word  in  the  school.  As 
a  result  many  children  are  taught  to  shield  by  their 
silence,  the  incipient  misdemeanors  and  crimes  com- 
mitted by  their  fellows.  Many  are  thus  taught  to  assist 
in  the  violation  of  the  law  instead  of  helping  in  the  en- 
forcement. Will  some  member  follow  this  argument 
through? 


78 


PROGRAM  33 

SCHOOL  AND   HOME   VISITATION 

1.  How  may  the  Parent's  Visit  be  Made  to  Help  and 
not  Hinder  the  School  Work?    (Parent) . 

2.  What  is  the  Ideal  Conduct  and  Management  of  the 
School  During  the  Presence  of  Callers  ?    (Teacher) . 

3.  How  may  the  Home  Visiting  by  the  Teacher  be 
Made  Helpful  to  the  School?  (Discussion  by  one  teacher 
and  one  parent). 

Suggestions 

a.  For  detailed  helps  on  all  these  questions  the  mem- 
bers are  referred  to  the  author's  Psychologic  Method  in 
Teaching,  A.  Flanagan  Co. 

b.  Is  it  fair  to  expect  the  teacher  to  make  a  good  show- 
ing if  she  has  an  ungraded  school  and  teaches  many  sub- 
jects?   Or,  if  the  school  is  overcrowded? 

c.  The  teacher  visits  a  home  and  stays  for  tea.  Next 
day  the  children  from  that  home  are  exceptionally  good  in 
the  school.    Any  significance  in  this? 

d.  One  of  those  having  topic  No.  3  should  get  the 
point  of  view  of  a  visiting  pastor  of  one  or  more  of  the 
churches. 

e.  Teachers  will  find  School  and  Class  Management,  by 
Arnold  (Macmillan)  helpful  on  such  topics  as  those  above. 


79 


PROGRAM  34 

GOOD    WILL    BETWEEN    THE    HOME    AND    THE    SCHOOL 

1.  How  may  the  Parent  Prevent  Unnecessary  Childish 
Criticism  of  the  Teacher  and  the  School?     6-30;  44-19. 

2.  How  may  the  Teacher  Promote  among  the  Pupils 
only  Wholesome  Gossip  about  the  Home  Life  of  the 
Community?    119-295. 

3.  Serious  Differences  Sometimes  Arise  between  Parent 
and  Teacher.  Illustrate  Correctly,  How  to  Deal  with  such 
Cases.  (One  parent  and  one  teacher).  13-  Write  the 
editor  for  assistance.    138-181. 

Suggestions 

a.  The  beginnings  of  a  sound  and  unified  social  order 
are  implied  in  this  general  subject.  The  speakers  are 
urged  to  have  in  mind  the  inculcation  of  that  form  of  good 
will  which  makes  one  wish  for  the  success  and  comfort  and 
well  being  of  all  mankind. 

6.  What  ill-will  do  you  secretly  harbor  toward  some  one 
of  your  acquaintances?  This  question  might  help  one  to 
start  his  discussion,  for  this  ill-will  is  most  probably  trace- 
able back  to  some  error  or  wrong  training  during  early 
life. 

Rivalry,  competition,  contests,  and  petty  gossip — these 
are  the  sources  of  mental  poison  in  children  and  of  much 
of  the  ill-will  of  adulthood.  How  can  they  be  eradicated 
from  child  life? 

c.  An  excellent  reference  is  the  Ethics  of  Progress, 
byC.  F.  Dole  (Crowell). 

80 


PROGRAM  35 

PROBLEM   OF   THE   EFFICIENT   SCHOOL   BOARD 

1.  What  is  an  Ideal  Board  of  Education? 

2.  Measures  that  will  Assist  in  the  Selection  of  an 
Efficient  School  Board. 

3.  Some  Specific  Types  of  Support  which  the  Teacher 
has  a  Right  to  Expect  from  the  Board. 

4.  Should  the  People,  the  Teacher,  or  the  Board  Initiate 
New  and  Progressive  School  Measures? 

Suggestions 

a.  Ask  the  member  who  speaks  on  topic  No.  1  to  inquire 
of  two  or  more  high  rank  school  superintendents  for  data. 

b.  Write  to  the  Editor  of  the  New  England  Journal  of 
Education,  Boston,  for  an  expert  opinion  on  topic  No.  2. 

c.  Write  to  the  editor  of  The  School  Journal,  New  York 
City,  for  expert  advice  on  topic  No.  4. 

d.  Apply  to  at  least  ten  teachers  of  various  rank  for 
frank  and  confidential  statements  in  reference  to  topic 
No.  3. 

e.  The  School  Board  Journal,  Milwaukee,  Wis.,  is  an- 
other authority  on  all  of  these  topics. 


81 


PROGRAM  36 

THE   HOME   INDUSTRY   OF   THE   PUPIL 

1.  Home  Industry  as  a  Means  of  Character  Develop- 
ment.   6-65;  14-No.  3. 

2.  A  Plan  for  Assigning  Helpful  After-school  Tasks  to 
Pre-adolescent  Boys.    5-21 ;  22-197. 

3.  A  Plan  for  Assigning  Helpful  After-school  Tasks  to 
Pre-adolescent  Girls.    6-43;  72-53. 

4.  Give  a  List  of  Suitable  and  Non-suitable  After- 
school  Occupations  for  Pre-adolescent  Children.     14-6. 

Suggestions 

a.  The  managers  of  the  program  are  urged  to  attempt 
to  standardize  the  home  tasks  of  children.  The  author 
has  tried  to  do  this  in  his  other  books  and  in  the  Home 
Training  Bulletins.  (Nos.  3  and  6.)  There  is  an  exact 
and  well-recognized  schedule  for  the  school  work  and  little 
or  nothing  of  the  kind  for  the  home  work. 

b.  In  making  a  program  of  after-school  appointments 
for  the  child,  the  play  problem  must  not  be  forgotten. 
Would  it  not  be  well  to  assign  a  fixed  daily  period  for 
play? 

c.  The  author's  two  hand  books,  The  Industrial  Train- 
ing of  the  Boy,  and  The  Industrial  Training  of  the 
Girl,  (Macmillan)  may  be  used  as  reference  helps. 


82 


PROGRAM  37 

SCHOOL   CREDIT   FOR   HOME   WORK 

1.  How  may  it  be  Made  to  Add  Dignity  and  Worth  to 
Common  Industry?    6-45. 

2.  Should  the  Tasks  be  Credited  by  the  Hour  or  by  the 
Piece?    31-a. 

3.  A  Convenient  Way  for  the  Parent  to  Keep  a  Record 
of  the  Home  Credits.    31-a. 

4.  How  may  These  Home  Duties  be  Helpfully  Con- 
nected with  Home  Play?    11-129. 

Suggestions 

a.  The  home-work  credit  system  has  not  yet  been 
standardized  but  many  are  slowly  approaching  such  a 
goal. 

6.  Parents  will  object  to  the  credit  system  because 
they  "do  not  wish  to  be  annoyed  by  it."  But  the  ques- 
tion remains,  Must  not  the  child  have  this  training  of 
home  industry?    If  so,  who  is  going  to  give  it,  and  how? 

c.  The  new  school  system  is  becoming  more  and  more 
a  matter  of  parent  and  teacher  co-operation,  and  those 
parents  who  refuse  to  meet  this  modern  call  are  derelicts 
deserving  to  be  ranked  with  the  juvenile  delinquents. 

d.  Apply  to  your  state  superintendent  of  instruction 
for  help  on  these  topics. 


83 


PROGRAM  38 

HOME    STUDY   FOR   PRE-ADOLESCENT   CHILDREN 

1.  Under  What  Conditions  is  Home  Preparation  of 
Lessons  Allowable?    28-56. 

2.  How  may  Teacher  and  Parent  Co-operate  in  Bring- 
ing up  Unlearned  Lessons?    5-18;  121-170. 

3.  Parents  and  Teachers  are  Often  in  Disagreement 
over  the  Home  Preparation  of  School  Lessons.  How 
Obviate  this?    (One  parent  and  one  teacher).    19-16. 

Suggestions 

a.  Home  study  or  preparation  of  the  lesson  by  pre- 
adolescents  should  not  be  a  habit  but  rather  an  occasional 
important   incident. 

b.  It  is  suggested  that  one  program  speaker  make  a 
canvass  of  at  least  twenty  representative  parents  to  learn 
how  many  of  these  are  actually  following  the  work  of  their 
children  in  the  school. 

c.  How  many  have  gone  to  the  school  with  a  mild  re- 
buke for  the  teacher  and  come  back  with  a  feeling  of  self- 
reproach? 

d.  Is  not  a  personal  parent-teacher  meeting  necessary 
before  the  parent  can  intelligently  assist  the  small  child 
over  the  difficult  parts  of  the  lesson? 


84 


PROGRAM  39 

HOME   AND   SCHOOL   HEALTH 

1.  Medical  Inspection  as  Compared  with  Medical  Ex- 
amination of  Pupils  and  Value  of  Each.  15-  Minn.  St. 
Bd.  of  Health. 

2.  How  may  the  School  and  the  Home  Co-operate  in 
Keeping  Down  Contagious  and  Infectious  Diseases? 
12-3;  65. 

3.  A  Report  from  the  Press  on  the  Field  at  Large  of 
Modern  Methods  of  Dealing  with  Disease  in  the  School. 

4.  How  may  the  School  Follow  up  the  Cases  of  Children 
Seriously  in  Need  of  Medical  Treatment?    31-  Bulletin. 

Suggestions 

a.  Many  towns  and  cities  now  have  some  kind  of  health 
supervisor  of  the  schools.  Inquire  of  the  state  board  of 
health  and  the  state  university  for  help  on  this  topic. 

b.  Civics  and  Health,  by  W.  H.  Allen  (Ginn)  is  a  stand- 
ard reference  text.  Laggards  in  Our  Schools,  by  Dr.  L. 
P.  Ayers,  (Survey  Associates,  N.  Y.)  is  also  most  helpful. 

c.  We  are  all  ready  to  act  when  the  health  of  our  own 
children  is  imperiled,  but  is  that  soon  enough? 

d.  Consult  the  reports  of  the  U.  S.  Commissioner  of 
Education  for  valuable  helps  on  this  general  subject. 


85 


PROGRAM  40 

SANITATION   IN   THE   HOME   AND   THE   SCHOOL 

1.  What  the  Best  Modern  School  is  Doing  to  Promote 
Sanitation.    15-  Bulletin,  Minn.  State  Board  of  Health. 

2.  What  the  Ordinary  Home  may  do  to  Co-operate  with 
this  Instruction.    38-191. 

3.  Some  Simple  and  Effective  Devices  for  Obtaining 
Pure  Food  and  Pure  Drink.  15-  Bulletin  State  Board  of 
Health. 

4.  Simple  and  Effective  Means  of  Heating  and  Ventilat- 
ing Children's  Apartments  at  Home. 

5.  Problem  of  the  Sanitary  School  Lavatory  and  Closet. 

Suggestions 

a.  Health  and  the  School,  by  Burks,  (Appleton)  is 
an  excellent  standard  work  covering  this  general  subject. 
It  is  hoped  that  at  least  one  of  the  program  speakers  may 
have  access  to  it. 

b.  If  some  one  has  a  commercial  article  of  high  merit 
for  heating,  ventilating,  or  rendering  the  school  building 
more  sanitary,  do  not  hesitate  to  call  him. 

c.  Charts,  drawings,  and  other  devices  will  help  the 
speakers  to  contribute  a  vital  part  to  this  program. 

d.  A  few  statistics  from  the  government  reports  of 
infant  mortality  might  prove  stimulating. 


PROGRAM  41 

THE   SCHOOL  SAVINGS   ACCOUNT 

1.  Aim  and  Purpose  of  the  School  Savings  Account. 
14-  No.  4. 

2.  How  may  the  Children  Earn  or  Properly  Acquire 
Their  Savings?    14-  No.  6. 

3.  How  may  These  Savings  be  Adequately  Handled 
and  Invested?    31-  a.    Bulletin. 

4.  May  the  Amount  Deposited  by  Each  Child  be  Kept 
Secret  as  a  Means  of  Avoiding  Odious  Comparisons? 

Suggestions 

a.  The  school  savings  problem  has  not  yet  been  solved. 
It  needs  more  discussion  and  more  experimentation. 
Many  feel  the  need  of  a  definite  and  feasible  plan.  Of 
one  thing  we  may  be  certain,  namely,  the  child  does  not 
learn  naturally  and  unaided  how  to  earn  and  save  money. 
Some  one  must  teach  him  these  matters  just  as  carefully 
as  he  is  taught  the  ordinary  school  subjects.  Who  will? 
and  how? 

b.  Is  not  the  matter  of  making  the  school  arithmetic 
more  practical  involved  here? 

c.  How  many  of  the  parents  present  have  pre-adolescent 
children  who  keep  small  amounts  of  money  in  their  own 
possession? 


87 


PROGRAM  42 

TEACHING   CHILDREN   TO    SPEND   MONEY 

1.  Earning  and  Spending  Money  as  Related  to  Moral 
Uprightness.     23-223. 

2.  A  Successful  Plan  for  Teaching  Boys  to  Spend  Their 
Earnings  Judiciously.    5-236;  95-195. 

3.  A  Successful  Plan  for  Teaching  Girls  to  Spend  Ju- 
diciously.    14-  No.  7. 

4.  Practical  Money  and  Industrial  Problems  Which 
may  be  Taught  in  the  Schools.    14-  No.  2. 

Suggestions 

a.  The  old-fashioned  school  made  earning,  saving,  and 
spending  money  a  sort  of  end  of  education.  "And  he  is 
now  receiving  a  salary  of  so  much" — this  has  often  been 
the  concluding  statement  about  an  alleged  successful 
young  man  who  finished  some  school  or  college. 

b.  But  is  not  the  business  capacity  only  one  of  many 
of  the  elements  of  a  sound  character? 

c.  Some  of  the  publishing  houses  now  have  text  books 
which  contain  problems  of  a  very  practical  nature.  If 
we  can  only  supply  the  growing  child  with  arithmetic 
problems  which  relate  to  his  own  affairs,  the  subject  of 
numbers  will  prove  enticing. 


88 


PROGRAM  43 

SWEETMEATS   AND   SOFT   DRINKS   FOR   THE   CHILDREN 

1.  The  Candy  Problem  as  Related  to  the  Morals  and 
Health  of  Children.  15-  National  Bureau  of  Chemistry, 
Bulletin. 

2.  The  Menace  of  the  Nearby  Refreshment  Stand  and 
How  to  Deal  with  it.    5-  156. 

3.  The  Preparation  and  Use  of  Home-made  Refresh- 
ments. 106-116;  (write  Home  Economics  Dept.  of  State 
College). 

4.  Report  from  the  Press  or  from  the  Scientific  Sources 
on  the  Problem  of  Pure  Refreshments.  Report  N.  E.  A. 
Vol.  50.    Address  by  Dr.  Wiley. 

Suggestions 

a.  Is  there  a  right  time  of  day  to  give  candy  to  children? 

b.  Do  some  children  remain  chronically  stupid  from  an 
over-indulgence  in  sweetmeats? 

c.  Will  not  the  moral  and  health  interests  of  the  children 
sometime  lead  us  to  remove  the  refreshment  stand  from 
the  playground  and  the  social  center? 

d.  Call  on  some  speaker  to  give  recipes  or  a  demonstra- 
tion in  the  preparation  of  wholesome  home-made  refresh- 
ments for  children. 


89 


PROGRAM  44 

THE   DEADLY   EVIL   OF   THE   CIGARETTE 

1.  Report  from  the  Field  at  Large  as  to  the  Boy  and  the 
Cigarette  Blight.     14-  No.  1. 

2.  What  may  the  Home  do  to  Combat  this  Evil?    5-163. 

3.  What  Effective  Measures  may  be  Exercised  by  the 
School? 

4.  The  Cigarette  Blight  as  one  of  the  Big  Problems  of 
the  Nation  and  a  Plan  Whereby  the  Entire  Local  Com- 
munity may  Organize  to  Combat  it. 

Suggestions 

a.  The  cruel  and  enticing  cigarette  advertisements — 
what  is  to  be  done  about  them? 

b.  Apply  to  the  National  Anti-Cigarette  League, 
Woman's  Temple,  Chicago,  for  literature,  and  for  a 
formula  being  used  to  cure  the  cigarette  habit. 

c.  Some  of  the  communities  have  a  scheme  for  keeping 
the  cigarette  evil  down  and  out.  Co-operation  will  accom- 
plish much  toward  this  evil. 

d.  Clark,  Yale  and  Columbia  universities  have  made 
extensive  investigations  of  the  cigarette  blight  on  the 
American  youth.    Appeal  to  them  for  data. 

e.  The  Scientific  Temperance  Federation,  Boston,  has 
much  valuable  information  on  the  subject. 


90 


PROGRAM  45 

USE   AND   ABUSE   OF   THE   MOTION   PICTURE 

1.  When  and  How  Often  should  Pre-adolescent  Children 
be  Permitted  to  Attend  the  Motion  Picture  Show?    5-107. 

2.  Effective  Means  of  Using  this  Institution  for  Pur- 
pose of  School  Instruction. 

3.  Special  Moral  Problems  Connected  with  the  Motion 
Picture. 

4.  The  Problem  of  Censorship  and  a  Possible  Solution 
by  Licensing  only  Morally  Responsible  Persons  as  Man- 
agers. 

Suggestions 

a.  We  need  no  longer  contend  that  motion  picture  is 
the  greatest  educational  device  of  modern  times.  But  it  is 
not  in  the  hands  of  educators. 

b.  An  endless  number  of  good  things  could  be  said 
about  the  motion  picture.  But  it  is  still  teaching  drinking, 
gambling,  robbery,  cigarette  smoking,  and  a  vast  amount 
of  sickly  sentimentality. 

c.  Edison  has  invented  a  school  and  family  size  picture 
machine  with  non-combustible  films  to  match.  How  can 
these  be  used  so  as  to  put  the  commercial  picture  agents 
out  of  business? 

d.  One  village  in  Kansas — Kincaid, — with  470  people 
owns  its  motion  picture  plant,  charges  the  usual  price  and 
makes  the  business  more  than  pay  with  clean  films.  Why 
not  others? 


91 


PROGRAM  46 

DRESS  AND  DEMOCRACY  AMONG  THE  SCHOOL  CHILDREN 

1.  How  does  Inequality  of  Dress  Affect  the  Work  and 
Management  of  the  School?    6-114. 

2.  How  Meet  the  Insistent  Pleadings  of  Pre-adolescent 
School  Girls  for  Faddish  and  Unnecessary  Garments? 
58-285. 

3.  Home  and  School  Instruction  of  the  Children  on  the 
Care  of  their  Clothes. 

4.  Discussion  of  Uniform  Dress  for  School  Children. 

Suggestions 

a.  The  following  special  references  are  suggested: 
Handbook  of  Dress  for  Childhood,  American  School  of 
Home  Economics,  Chicago;  Personal  Hygiene  and  Phys- 
ical Training  for  Women,  Galbraith,  W.  B.  Sanders  Co., 
Philadelphia;  Boys,  Girls,  and  Manners,  Florence  H.  Hall, 
Dana,  Estes  &  Co.,  Boston. 

b.  Overdressing  of  school  girls — what  shall  we  call  it, 
ignorance  or  immorality? 

c.  Are  the  cap  and  gown  coming  back  into  general  use? 

d.  Inquire  of  two  or  three  city  superintendents  of  high 
rank  for  suggestions  on  topic  No.  3. 


92 


PROGRAM  47 

THE   SCHOOL   LUNCHEON 

1.  What  is  a  Wholesome  and  Satisfactory  School 
Lunch?    31-  a.    Bulletin. 

2.  How  may  the  School  Furnish  Equipment  and 
Supervision  for  the  Lunch  Hour?    31-  Bulletin. 

3.  May  the  School  Authorities  Make  Inquiry  as  to  the 
Nourishment  of  Certain  Classes  of  Children  and  Offer 
Needed  Assistance?  See  Report  Bd.  of  Education,  New 
York  City. 

4.  Report  upon  the  Question  of  the  Penny -a-piece 
Lunch  to  be  Furnished  by  the  School.    31-  a. 

Suggestions 

a.  Let  us  keep  in  mind  the  generous  attitude  of  the 
club;  namely,  that  we  are  trying  to  take  an  unselfish 
interest  in  all  the  children.  As  a  matter  of  fact  this  open- 
mindedness  will  enable  us  to  do  more  for  our  own. 

b.  In  many  cities  the  domestic  science  department  of 
the  high  school  is  preparing  these  cheap  meals  as  a  part  of 
their  laboratory  work.  Get  into  touch  with  one  of  these 
through  inquiry  of  your  own  state  department  of  education 
and  report  the  methods  used. 

c.  Will  some  member  suggest  an  ideal  lunch  for  the  child 
who  is  supplied  from  home,  and  for  the  one  who  runs 
home  hurriedly  at  the  noon  hour? 


93 


PROGRAM  48 

HOME   ENTERTAINMENT   FOR   PRE-ADOLESCENT   PUPILS 

1.  Ideal  Plan  for  an  Evening  Hour  at  Home  with  the 
Children.    5-126;  24-45. 

2.  Stories  and  Story-telling  as  Applied  to  Children  of 
the  Elementary  Grades.    27-30. 

3.  May  Each  Child  in  the  Home  be  Trained  to  Con- 
tribute His  Particular  Part  to  the  Home  Entertainment? 
38-40. 

4.  Sunday  Play  and  Entertainment  for  the  Children  in 
the  Home.    16-84;  23-212. 

Suggestions 

a.  This  general  subject  is  a  most  vital  one.  With  cheap 
and  enticing  picture  shows  within  easy  reach  the  city 
parent  is  hard  pressed  for  an  effective  plan  for  keeping  the 
young  within  bounds. 

b.  It  is  suggested  that  one  of  the  speakers  visit  a  num- 
ber of  parents  who  are  meeting  this  issue  and  secure  their 
plans  and  methods  and  report  to  the  meeting. 

c.  Children  will  tolerate  very  meager  food,  very  ordinary 
clothing  but  they  will  not  stay  at  home  well  unless  the 
entertainment  be  satisfying. 

d.  Why  do  so  many  children  regard  Sunday  as  the 
dullest  day  in  the  week? 

e.  Should  each  child  be  trained  in  some  home  entertain- 
ment specialty,  as  music,  painting,  and  the  like? 


94 


PROGRAM  49 

THE   SCHOOL   PICNIC 

1.  May  the  School  Picnic  be  Made  to  Mean  More  than 
Mere  Fun  and  Merriment?    5-133. 

2.  An  Ideal  School  Picnic  as  Planned  for  the  Home 
Community.    6-149;  19-160. 

3.  Plays  and  Games  Suitable  for  the  Festive  Occasion. 
24-149. 

4.  Looking  after  the  Comfort  and  Enjoyment  of  the 
Parents  and  Other  Visitors  at  the  Picnic.    31-  a. 

Suggestions 

a.  The  school  picnic  rightly  managed  tends  to  improve 
the  sentiment  of  the  school. 

b.  Who  is  the  right  person  to  send  along  as  chaperon? 
One  high  school  principal  went  along  as  leader  and  his 
boys  enjoyed  the  day  with  full  and  free  use  of  the  cigarette. 
Some  learned  to  smoke  on  the  trip. 

c.  In  making  out  a  list  of  games  avoid  the  "stunts" 
and  contests.  They  are  becoming  obsolete.  Describe 
some  modern  mass  games  instead. 

d.  On  a  few  occasions  a  special  place  at  the  picnic  has 
been  provided  for  the  aged  and  infirm,  where  they  could 
enjoy  the  play  of  the  children. 


95 


PROGRAM  50 

CIVIC   TRAINING    FOR   THE   YOUNG 

1.  How  the  Home  Discipline  may  Teach  Respect  for 
the  Law.    5-293;  54-55. 

2.  How  the  School  as  a  Whole  may  be  Taught  the 
Elements  of  Civic  Government.    5-297. 

3.  May  not  the  So-called  Tattler  or  Tale  Bearer  be  an 
Assistant  Keeper  of  the  Law  in  the  Making? 

4.  The  Play  Period  Quarrels,  Infraction  of  the  Rules, 
Punishment  and  the  Like,  as  Occasions  for  Civic  Teaching. 
119-295. 

Suggestions 

a.  Can  it  be  shown  that  nearly  all  good  government 
grows  out  of  trouble  of  some  kind  which  needs  correction? 

b.  Civics  is  taught  briefly  and  often  very  abstractly  in 
some  high  schools.  But  the  mass  of  the  people  never 
attend  the  high  school.  What  are  we  going  to  do  about 
this? 

c.  The  author's  plan  of  enlisting  the  co-operation  of  the 
school  is  to  invite  all  pupils  to  help  with  the  school  govern- 
ment by  reporting  all  serious  misdeeds  observed  by  them. 
Once  that  method  is  in  practice,  the  charm  of  wrong  doing 
is  gone  and  the  evil  doer  quits  for  want  of  backing. 

d.  Self-government  of  school  pupils,  if  successful,  al- 
ways has  an  adult  director  behind  the  scenes. 


96 


PROGRAM  51 

FINE  ARTS  TRAINING  IN  THE  HOME  AND  THE  SCHOOL 

1.  The  Home  Music  Course  as  Related  to  the  School 
Work  and  Other  Duties.    6-212. 

2.  Possibilities  as  to  Home  Instruction  in  Painting  and 
Drawing.    23-265. 

8.  The  Fine  Art  (e.  g.  Music)  as  a  Means  of  Closer 
Unity  and  Fellowship  in  the  Family.    4-22;  255. 

4.  Music  and  Other  Fine  Arts  as  a  Part  of  the  Busy 
School  Life.  (Apply  to  Milton  Bradley  Co.,  Springfield, 
Mass.). 

Suggestions 

a.  We  expect  adults  to  have  an  avocation — some  in- 
teresting amateur  task  to  give  diversion  from  the  every 
day  business.  Then,  why  not  provide  the  same  thing  for 
the  child?  Will  some  one  defend  the  suggestion  that  each 
child  in  the  home  be  trained  to  do  some  side  task  which 
will  tend  to  bring  out  his  individuality  and  to  make  him  a 
more  entertaining  person? 

b.  There  is  always  danger  that  the  special  training  will 
make  the  growing  character  a  one-sided  affair.  For  ex- 
ample, many  a  girl  has  been  permitted  to  let  her  musical 
training  overshadow  the  general  schooling.  This  is  a 
serious  fault,  is  it  not? 

c.  The  author  believes  that  rote  singing  should  have  the 
first  place  in  every  school-music  program.  Then,  if  time 
and  occasion  are  suitable,  give  the  drill  in  the  reading  of 
music.    Is  this  theory  correct? 

97 


PROGRAM  52 

PRE-ADOLESCENT   CHILDREN   AND   THE   MYSTERIES   OF   LIFE 

1.  How  to  Meet  the  First  Childish  Inquiries  about  the 
Origin  of  Life.    5-198;  11-181;  31-  h. 

2.  The  Sex  Problem  as  Related  to  the  Pre-adolescent 
School  Girl.    6-158;  31-  d. 

3.  Counteracting  the  Morbid  and  Unclean  Sex  Stories 
Often  Heard  by  the  Pre-adolescent  School  Boy.  1-112; 
4-271. 

4.  May  the  School  Offer  Disguised  Sex  Instruction  by 
Means  of  Lessons  on  Plant  and  Animal  Life?    9-114;  31-  g. 

Suggestions 

a.  We  have  spoiled  the  task  of  giving  instruction  on  this 
general  subject  by  assuming  that  it  is  a  very  special  one. 
Why  not  regard  it  as  one  of  the  regular  subjects  of  instruc- 
tion, to  be  treated  in  the  same  way  as  the  others? 

b.  We  shall  never  get  far  with  our  efforts  to  handle  this 
big  question  until  we  will  decide  to  co-operate  in  the  solu- 
tion of  its  problems. 

c.  Social  purity  is  just  as  much  a  community  problem  as 
it  is  a  home  and  school  problem.  If  the  community  fails 
to  do  its  part  the  other  institutions  will  meet  with  serious 
obstacles. 

d.  The  Song  of  Life,  by  Margaret  Morley,  (McClurg) 
is  very  helpful  on  topic  No.  4. 


98 


CHAPTER  IX 
TEE  VACATION  ACTIVITIES  OF  THE  YOUNG 

PROGRAM  53 

VALUE   OF   VACATION   EMPLOYMENT   FOR   CHILDREN 

1.  Vacation  Time  as  an  Actual  School  Period.     5-25. 

2.  Demoralizing  Influences  of  the  Vacation.    6-101. 

3.  The  Opportunity  to  Make  Use  of  Spontaneity. 
31- a. 

4.  A  Plan  for  Changing  the  Vice  of  Idleness  into  the 
Virtue  of  Industry.     19-43,  103;  27-178,  303;  30-68,  81. 

Suggestions 

a.  The  communities  are  just  beginning  to  wake  up  to 
the  thought  that  school  really  goes  right  on  during  the 
vacation  season,  although  the  teachers  are  dismissed. 

b.  One  of  the  speakers  should  try  to  make  a  canvass  of 
the  typical  situation  where  the  school  children  are  per- 
mitted to  run  loose  during  the  vacation  period.  Bring  out 
the  point  of  the  irregularity  and  the  indefiniteness  of  the 
vacation  conduct  of  the  boys  and  girls. 

c.  It  is  difficult  for  us  to  appreciate  the  fact  that  every 
waking  hour  of  the  lives  of  our  children  must  be  ac- 
counted for;  that  is,  if  we  are  to  feel  certain  of  right  devel- 
opment of  their  characters. 


99 


PROGRAM  54 

THE   SCHOOL   VACATION   AND    THE   COMMUNITY 

1.  How  to  Unite  All  Forces  for  the  Vacation  Child 
Welfare.    5-95. 

2.  Report  of  Community  Child  Welfare  Work  in  the 
Field  at  Large.    31-  a;  18-  Bulletin. 

3.  How  to  Make  a  Balanced  Program  for  the  Vacation 
Child  Welfare.    23-28;  159. 

4.  The  Community  Boasts  of  its  Worthy  Sons  and 
Daughters.    Is  it  Also  Responsible  for  its  Crooks?    124-25. 

Suggestions 

a.  Investigate  the  local  situation  and  you  will  probably 
find  a  large  amount  of  interest  in  the  community  welfare 
of  the  children.  But  who  will  furnish  a  workable  plan  for 
the  local  movement? 

b.  In  the  very  nature  of  things  no  single  group  of  the 
local  society  can  afford  to  undertake  to  direct  the  vacation 
welfare  alone.  In  such  cases  the  movement  is  certain  to 
become  a  factional  one  and  the  best  results  spoiled. 

c.  It  would  be  entertaining  for  some  member  to  go  over 
a  decade  or  more  of  the  local  history  and  make  a  list  of 
the  cheap  and  criminal  characters  which  the  community 
has  actually  produced.    Who  will  dare  to  do  this? 


100 


PROGRAM  55 

FINANCING   THE   SUMMER   SUPERVISION    OF   THE   CHILDREN 

1.  Should  the  Local  Board  of  Education  Bear  the 
Expense?    31-  a. 

2.  How  may  Necessary  Funds  be  Raised  by  Voluntary 
Means?    18- Inquire.    16-81. 

3.  A  Plan  for  Raising  Money  by  Means  of  the  Chil- 
dren's Entertainment.  Write  Extension  Division,  Uni- 
versity of  Kansas. 

4.  Aid  from  Co-operation  with  the  Motion  Picture 
House.    16-88. 

Suggestions 

a.  Make  a  serious  effort  to  have  reported  some  well 
established  precedents  for  urging  the  board  of  education 
to  finance  the  summer  child  welfare. 

b.  Usually,  in  asking  for  donations  for  such  a  good  work 
as  this,  one  goes  to  the  liberal  giver.  That  is  a  mistake, 
is  it  not?  A  right  appeal  to  the  person  who  is  not  in  the 
habit  of  contributing  to  any  public  cause  will  produce  the 
biggest  results. 

c.  Has  it  not  been  generally  observed  that  the  secret  of 
getting  out  the  crowd  to  the  children's  entertainments  is 
to  see  that  all  the  children  have  a  part  in  the  program? 


101 


PROGRAM  56 

THE   MUNICIPAL   PLAYGROUND 

1.  Physical  Conditions  and  Location  of  the  Ideal 
Playground.    16-69. 

2.  The  Playground  Director  as  a  Prime  Essential. 
16-104. 

3.  Means  of  Educating  the  Public  in  Behalf  of  the 
Playground.    16-113;  5-102. 

4.  How  to  Make  the  Playground  Attractive  to  the 
Children.    16-66. 

Suggestions 

a.  We  may  expect  much  legislation  in  the  near  future, 
in  regard  to  the  municipal  establishment  of  playgrounds, 
parks,  and  gymnasiums. 

b.  The  universities  and  the  other  institutions  are  be- 
ginning to  give  courses  for  play  and  recreation  directors. 
The  duties  of  the  play  director  range  with  those  of  the  best 
teachers  and  the  remuneration  is  about  the  same. 

c.  Topic  3  is  a  difficult  and  important  one.  Is  the  play 
movement  new  in  a  given  community?  Then,  we  may 
expect  to  find  more  than  50  per  cent  of  the  people  either 
opposed  to  it  or  wholly  indifferent  as  to  its  purpose. 

Appeal  to  the  Playground  and  Recreation  Association 
of  America  for  assistance  in  responding  to  the  4th  topic 
above.  This  organization  will  probably  give  the  assistance 
needed  for  any  local  community. 


102 


PROGRAM  57 

EQUIPMENT  OF  THE  PLAYGROUND 

1.  The  Sand  Box,  Swings,  and  Other  Baby  Devices  for 
the  Little  Ones .    5-75 . 

2.  The  Slide,  the  Trolley  Glide  and  Other  Inexpensive 
Pieces  for  Small  Boys  and  Girls.    6-90;  16-86. 

3.  Basket  Ball,  Tennis  Court  and  Other  Contest  Equip- 
ment for  the  Adolescents .    37-5 1 . 

4.  Settees,  Outdoor  Hammocks,  and  Other  Restful 
Places  for  the  Adults.    16-  Bulletin. 

Suggestions 

a.  The  members  are  urged  to  make  free  use  of  the 
magazine  Playground,  which  is  a  compendium  of  help  and 
suggestions  on  all  the  topics  pertaining  to  the  play  move- 
ment. 

b.  Let  us  again  remember  that  the  first  essential  in  the 
equipment  of  a  playground  is  an  able  leader  and  a  happy 
crowd  of  children.  With  these  the  physical  apparatus 
may  be  scant  and  yet  the  work  go  on  very  well. 

c.  In  climates  where  the  summer  season  is  warm  a 
shady  place  for  the  playground  is  very  necessary. 

d.  Inexpensive  home-made  devices  are  very  satisfac- 
tory. The  boys  who  visit  the  playground  should  make 
these  things  with  their  own  hands. 


103 


PROGRAM  58 

THE  PLAYGROUND  MANAGEMENT 

1.  How  may  the  Play  Leader  Teach  Social  Justice? 
18-125. 

2.  How  to  Deal  with  the  Reticent  Child  and  the  Over 
Forward  Boy.     18-  Rec.  No.  140,  141;  5-96. 

3.  Mass  Plays  that  may  Enlist  both  Sexes  at  Once. 
42-427; 18-138. 

4.  Necessity  of  Police  Authority  for  the  Occasional 
Outlaw.     16-89;  5-294. 

Suggestions 

a.  Attention  is  called  to  the  School  Board  Journal, 
Milwaukee,  Wis.,  which  contains  helpful  articles  on  the 
general  subject  of  this  program. 

b.  It  is  hoped  that  parents  will  soon  learn  to  appreciate 
the  necessity  of  allowing  adolescent  boys  and  girls  to 
play  together  frequently  in  cases  where  there  is  a  wise 
and  an  able  adult  leader. 

c.  Some  one  should  make  a  definite  plan  for  protecting 
the  playground  apparatus  against  the  crude  characters 
who  slip  into  the  playground  at  night. 


104 


PROGRAM  59 

THE   PLAY   SUPERVISORS 

1.  Character  and  Training  of  the  Play  Director  for 
Boys.  See  The  Playground,  1  Madison  Ave.,  New  York; 
American  City,  V.  IX.,  p.  127. 

2.  Character  and  Training  of  the  Play  Leader  for  Girls. 
6-31; 18-239. 

3.  The  Ideal  Kindergarten  for  the  Playground.    6-14. 

4.  How  may  the  Patrons  Offer  Voluntary  Assistance 
in  Behalf  of  Discipline  and  Better  Play?    18-192. 

Suggestions 

a.  For  many  excellent  helps  on  rural  play  and  recrea- 
tion and  on  this  general  topic,  the  members  are  referred 
to  the  magazine  Rural  Manhood,  New  York  City. 

b.  In  the  ideal  case,  we  should  have  the  boys'  and  girls' 
playgrounds  adjoining  each  other  with  merely  a  line  of 
separation,  should  we  not? 

c.  How  would  it  do  to  have  a  "Playground  Day"  once 
a  year  and  call  all  hands  out  to  assist  with  the  general 
improvement? 

d.  The  Division  of  Extension,  University  of  Kansas, 
has  some  small  helps  on  this  general  topic. 


105 


PROGRAM  60 

SUMMER   WORK   FOR   BOYS 

1.  How  it  may  be  Related  to  the  Playground.    5-25. 

2.  Class  and  Group  Work  in  Field  and  Garden.    14-9. 

3.  Management  of  a  Wood  Working  Shop  for  Small 
Boys.    5-29. 

4.  What  may  the  Boys  Do  or  Make  in  the  Interest 
of  the  Town?  14-9;  Manual  Training,  Peoria,  111.,  V. 
XV.,  p.  263. 

Suggestions 

a.  The  Manual  Training  magazine,  Peoria,  111.,  is 
an  excellent  help  and  text  for  all  phases  of  juvenile  in- 
dustry. 

b.  Two  things  should  be  noted  in  reference  to  shop 
work  and  garden  work  for  the  young;  namely,  an  able 
leader  and  each  child  pursuing  the  kind  of  work  which 
appeals  most  to  him. 

c.  And  then,  if  the  leader  be  a  person  of  the  right  tem- 
perament, the  boys  and  girls  will  follow  his  leadership 
most  willingly.     But  they  must  be  engaged  in  groups. 

d.  Will  some  member  make  out  a  list  of  tasks  that  may 
be  suitably  assigned  to  the  boys  of  the  home  community? 


106 


PROGRAM  61 

SUMMER   WORK   FOR   OLDER   BOYS 

1.  The  Play  Leader  as  Employment  Agent  for  Boys. 
18-  Rec.  142. 

2.  The  Play  Leader  as  Vocational  Guide  for  Youths. 
22-270. 

3.  May  the  Boys  Make  Play  Apparatus  and  Other 
Salable  Articles?    Extension  Dept.,  Kansas  University. 

4.  A  Balanced  Schedule  of  Work,  Play  and  Social  Rec- 
reation for  the  'Teen  Age  Boy.    5-29. 

Suggestions 

a.  The  magazine  Vocational  Education,  Peoria,  III.,  is 
recommended  as  a  permanent  reference  text. 

b.  In  attempting  to  furnish  vacation  leaders  for  boys, 
the  author  has  experienced  much  difficulty  in  finding 
young  men  who  were  natural  leaders  in  both  play  and 
industry. 

c.  As  yet  the  country  at  large  does  not  well  appreciate 
the  extreme  value  of  intermingling  industrial  tasks  with 
the  play  occupations  of  the  children.  The  reform  schools 
are  in  advance  of  the  general  public  on  this  subject. 

d.  Two  points  need  much  emphasis  here,  (1)  The  ad- 
vantages of  working  the  boys  in  groups;  (2)  work  that  is 
actually  congenial  to  boy  nature. 

e.  Write  the  Vocational  Guidance  Bureau,  Boston,  for 
help. 


107 


PROGRAM  62 

VACATION   INDUSTRY   FOR   GIRLS 

1.  A  Standard  Program  of  Work,  Play  and  Social  Recre- 
ation for  Girls.    14-3. 

2.  How  may  Mothers  be  Induced  to  Give  Their  Girls 
the  Right  Amount  of  Work?    6-12. 

3.  Girl  Work  Made  Interesting  through  its  Relation 
to  Play  and  Outings.    6-20. 

4.  Home  Work  for  Girls,  Rightly  Understood,  may  be 
"Cultural,  Refining,  and  Instructive  as  to  Social  Sym- 
pathy."   23-185;  14-5. 

Suggestions 

a.  The  members  are  referred  to  the  United  States  Bu- 
reau of  Education,  which  has  been  making  a  careful  study 
of  vacation  industry,  for  some  valuable  literature. 

b.  As  yet,  not  one-fourth  as  much  effort  has  been  ex- 
erted in  behalf  of  the  girls  of  the  country  as  has  been  put 
forth  in  behalf  of  the  boys.  We  still  seem  to  believe  that 
girls  will  rear  themselves  if  let  alone. 

c.  Definite  programs  for  the  girls  of  the  various  ages 
are  few  and  far  between.  It  is  hoped  that  some  member 
will  add  a  brief  chapter  to  this  scant  literature. 


108 


CHAPTER  X 
THE  ADOLESCENT  TRAINING  PROBLEMS 

PROGRAM  63 

THE   BEGINNING   OF   ADOLESCENCE 

1.  The  Significant  and  Organic  Changes  at  Puberty. 
1-207; 58-24. 

2.  The  New  Mental  and  Psychic  Tendencies  Peculiar 
to  Adolescent  Boys.    3-225 ;  27-151. 

3.  The  New  Mental  and  Psychic  Tendencies  Peculiar 
to  Adolescent  Girls.    9-122;  138-246. 

4.  New  Methods  and  Devices  Necessary  in  Dealing 
with  Adolescents.    3-222;  30-109. 

Suggestions 

a.  It  would  be  fortunate  if  the  members  have  access 
to  Dr.  G.  Stanley  Hall's  epoch-making  work,  Adoles- 
cence. 

b.  Instability  of  activity  and  purpose  mark  this  period. 
It  is  hard  to  define  the  adolescent  boy  or  girl  because  of 
the  fact  that  he  is  likely  to  be  something  very  different  by 
the  time  you  get  him  defined. 

c.  In  order  to  understand  this  general  problem  easily, 
one  will  be  under  the  necessity  of  making  a  careful  study 
of  the  organic  changes  which  characterize  the  age  of  pu- 
berty. 

109 


PROGRAM  64 

THE  CARE  OF  THE  HEALTH  DURING  EARLY  YOUTH 

1.  Food  and  Clothing  as  Related  to  the  Rapidly  Grow- 
ing Adolescent  Boy .    11-213. 

2.  Amount  of  Work,  Rest  and  Sleep  Necessary  for  His 
Normal  Development.    23-171;  38-69. 

3.  Food  and  Clothing  as  Related  to  the  Adolescent 
Girl.    6-114;  43-62. 

4.  Amount  of  Work,  Rest,  and  Sleep  Necessary  for 
Her  Normal  Development.     1-310;  58-158. 

Suggestions 

a.  The  tide  of  physical  life  usually  runs  high  at  this 
age.  Some  one  has  said,  "The  youth  is  easy  to  feed  and 
hard  to  clothe." 

b.  Again  let  us  call  for  detailed  programs  and  methods 
of  dealing  with  the  young  men.  Topics  No.  2  and  3  are 
especially  in  need  of  precise  treatment. 

c.  Is  it  true  that  the  adolescent  requires  relatively 
more  sleep  than  the  child  four  or  five  years  younger? 

d.  Making  the  Best  of  Our  Children,  by  Mary  Wood- 
Allen  (McClurg)  will  be  found  helpful  here. 


110 


PROGRAM  65 

SOCIAL  PSYCHOLOGY  AND  THE  CLOTHES  PROBLEM 

1.  The  Sixteen-year-old  Youth:  Keeping  His  Clothes 
Within  the  Limits  of  Reasonable  Expense  and  Democ- 
racy.   5-236. 

2.  The  Fifteen-year-old  Girl:  Keeping  Her  Clothes 
Within  the  Reasonable  Limits  of  Expense  and  Democ- 
racy.    6-114;  94-109. 

3.  How  may  the  School  Contribute  its  Share  to  the 
Solution  of  the  Two  Problems  Named  in  (1)  and  (2) 
above?  Inquire  D.  S.  Dept.  K.  S.  A.  C,  Manhattan, 
Kans. 

4.  A  Plan  whereby  these  two  Classes  of  Young  People 
may  Assist  in  the  Care  and  Expense  of  Their  Clothes. 
14-2,  3. 

Suggestions 

a.  The  clothes  question  looms  up  big  and  important  at 
this  period  of  life.  Can  a  parent  really  deal  with  it  singly 
and  alone,  or  is  this  not  a  sort  of  community  problem? 

b.  Custom  and  sentiment  here  become  very  prominent 
factors  in  molding  character  but  it  often  matters  greatly 
as  to  who  sets  the  standard.  You  may  find  communities 
less  than  twenty  miles  apart  where  the  standard  of  dress 
among  young  people  is  radically  different. 


Ill 


PROGRAM  66 

love's  first  young  dreams 

1.  A  Plea  for  Adolescent  Love  and  a  Plan  for  its  Direc- 
tion and  Safeguarding.     6-153;  124-75. 

2.  The  Necessity  for  Planning  and  Chaperoning  All 
the  Social  Affairs  of  Adolescents.    5-134. 

3.  A  Reasonable  Amount  of  Guarded  Intermingling  of 
the  Young  Sexes,  or  Segregation,  which?    4-124. 

4.  "As  one  thinketh  in  his  heart  so  has  he  been  in  his 
past  experience."  Relate  this  to  the  General  Topic 
above.     3-93. 

Suggestions 

a.  Too  long  we  have  tried  to  force  the  adolescent  girl 
to  learn  geometry  while  her  heart  was  ringing  with  love's 
young  dreams,  and  all  the  while  we  have  failed  in  our 
purpose. 

b.  While  there  can  never  be  a  class  in  "love  making"  in 
the  school,  this  subtle  activity  will  go  on  for  all  time, 
swaying  the  lives  of  the  youths  and  maidens.  We  cannot 
use  a  text  or  teach  the  subject  directly  but  we  must  meet 
the  issue  with  all  earnestness. 

c.  The  author  is  thoroughly  committed  to  the  policy  of 
co-educational  schools. 


112 


PROGRAM  67 

SOCIAL   GAMES   AND   PASTIMES   FOR   THE    'TEEN   AGE 

1.  A  Program  of  Social  Events  to  be  Furnished  by  the 
Home.    5-133;  142-75. 

2.  The  Part  Played  by  the  High  School  in  the  Social 
Affairs  of  the  Pupils.    5-62. 

3.  How  the  Church  and  Sunday  School  may  Properly 
Indulge  the  Social  Interests  of  Youth.     4-120;  27-338. 

4.  The  Chums  and  Close  Companionships  of  Youth. 
9-118;  30-99;  122-158. 

Suggestions 

a.  We  may  talk  about  history,  commerce,  and  intel- 
lectual training  to  our  hearts'  content,  but  the  social  affairs 
will  continue  forever  to  mold  the  thoughts  of  the  boys 
and  girls  of  the  'teen  age. 

b.  Some  day  the  high  school  will  discover  the  neglect  of 
one  of  its  best  opportunities  and  put  social  training  on  the 
regular  weekly  program. 

c.  It  has  been  said  that  the  modern  preacher  does  not 
necessarily  preach  very  much.  He  is  becoming  more  and 
more  a  social  engineer. 


113 


PROGRAM  68 

THE   FIRST   TENDENCY   TOWARD   MATING 

1.  Age  and  Circumstances  under  which  Youths  and 
Maidens  may  Begin  Going  Together  in  Pairs.  5-135; 
138-276. 

2.  How  may  the  Parents  Keep  the  Youth  from  Going 
at  too  Rapid  a  Pace  in  the  Social  World?    4-270. 

3.  How  may  the  Parent  Keep  the  Young  Girl  Level- 
headed in  Respect  to  Her  Social  Tendencies?    6-121,  152. 

4.  What  Means  and  Devices  May  the  School  Offer  to 
Assist  in  Answering  Questions  (2)  and  (3)  above?  11-199; 
19-39. 

Suggestions 

a.  This  is  the  point  at  which  many  parents  throw  up 
their  hands  in  despair.  It  is  the  point  of  most  frequent 
separation  of  parents  and  their  boys  and  girls. 

b.  But  despair  and  tears  and  misgivings  most  common 
to  those  parents  who  have  failed  to  follow  the  footsteps 
of  their  children  up  to  the  age  of  adolescence  and  then 
undertake  under  pressure  of  necessity,  to  act  as  supervisors 
and  guides. 

c.  Sympathy  for  the  point  of  view  for  the  young  person 
is  the  prime  virtue  in  dealing  with  these  problems. 


114 


PROGRAM  69 

THE  ADOLESCENT  AND  THE  DANCE  PROBLEM 

1.  Dangers   and   Difficulties    Involved   in   the   Public 
Dance.     27-183;  Gulick,  Healthful  Dancing,  Doubledav 
Page  &  Co.,  N.  Y.  * 

2.  What  is  to  be  Done  About  the  So-called  Tango  and 
the  Kindred  Modes  of  Dancing?     6-155;  18-Rec.  118. 

3.  The  Social  Dance  as  Fostered  by  the  Mormon 
Church  and  Other  Religious  Bodies.  Address  The  Church 
Government,  Salt  Lake  City. 

4.  Is  there  a  Wise  and  Sensible  Solution  of  the  Problem 
of  the  Social  Dance?    5-138;  Playground,  V.,  VI.,  p.  159. 

Suggestions 

a.  The  author  believes  that  the  Mormon  people  of 
Utah  have  been  most  successful  in  solving  the  problem  of 
the  social  dance.  The  members  of  the  club  are  urged  to 
make  inquiries  about  this  matter. 

b.  In  many  of  the  universities  and  colleges  there  are 
two  classes  of  young  men  and  young  women,  namely, 
those  who  dance  and  those  who  do  not.  Their  contentions 
and  quarrels  and  misunderstandings  go  on  throughout  the 
year.  What  is  the  difference  between  the  two  classes? 
Is  it  not  merely  a  matter  of  personal  life  history? 


115 


PROGRAM  70 

THE   ADOLESCENT   AND    SOCIAL   PURITY 

1.  A  Rational  Plan  for  Training  the  Youth  in  Matters 
of  Personal  and  Social  Purity.    31-  F.  No.  2;  5-196. 

2.  How  May  the  Parent  Successfully  Impart  Lessons 
of  Purity  and  Chastity  to  the  Adolescent  Girl?  6-158; 
124-73. 

3.  To  What  Extent  Should  Young  People  be  Made 
Acquainted  with  the  Facts  in  Regard  to  the  So-called 
Social  Evil?    14-  No.  8;  133-154. 

4.  How  may  the  School  Assist  in  the  Solution  of  Prob- 
lems (1)  and  (2)  above?    18-  F.  No.  4,  No.  6. 

Suggestions 

a.  There  has  been  a  country -wide  reaction  against  sex 
instruction  in  the  schools  and  against  certain  classes  of 
sex  literature.  Why  not  drop  the  word  "sex"  entirely  for 
a  while  and  talk  and  write  more  about  social  purity? 

b.  No  matter  what  the  terminology  may  be  some  cities 
as  a  whole  and  parents  in  particular  are  still  obligated  to 
meet  this  problem. 

c.  The  author  believes  that  the  social  purity  situation 
can  be  handled  adequately  only  when  all  well-meaning 
persons  and  organizations  in  the  country  work  together 
with  a  common  purpose. 

d.  For  valuable  helps  address  Editor  The  Light,  La- 
Crosse,  Wisconsin. 


116 


PROGRAM  71 

THE   BOY   SCOUTS   OF   AMERICA 

1.  Is  the  Movement  Worth  While?  How  to  Organize 
and  Direct  the  Boy  Scout  Movement.  5-111;  Association 
Press,  New  York. 

2.  What  Boys  are  Best  Served  by  the  Movement  and 
How?    Boy  Scout  Magazine,  New  York. 

3.  The  Difficult  and  Important  Position  of  Scout 
Master.  See  Manual,  Camping  for  Boys,  Association 
Press,  N.  Y. 

4.  Civic  and  Philanthropic  Efforts  for  the  Scouts. 
23-166.    Rural  Manhood,  New  York. 

Suggestions 

a.  Like  all  other  good  movements,  the  success  of  the 
Boy  Scout  organization  depends  upon  leadership.  The 
official  manual  should  be  studied  carefully  and  followed. 

b.  The  program  speakers  should  have  serious  thought 
of  the  fact  that  the  boy  of  the  scouting  age  is  over-crowded 
with  activity.  Inquiry  will  show  that  parents  often  com- 
plain because  of  their  boys'  being  away  from  home  too 
much. 

c.  It  has  been  the  observation  of  the  author  that  the 
altruistic  work  undertaken  by  the  boy  scouts  has  been 
done  creditably.  Will  some  program  speaker  give  topic 
No.  4  its  due  emphasis? 


117 


PROGRAM  72 

THE   CAMP   FIRE   GIRLS 

1.  How  to  Organize  and  Direct  the  Camp  Fire  Girls. 
See  Official  Manual,  Camp  Fire  Girls,  N.  Y. 

2.  What  Girls  are  Best  Served  by  the  Camp  Fire  Move- 
ment and  How?  Inquire  of  D.  Appleton  &  Co.,  Geo.  H. 
Doran,  and  F.  H.  Revell  Co. 

3.  Who  is  the  Ideal  Leader  and  Advisor  of  the  Camp 
Fire  Girls?    Write  National  Board  Y.  W.  C.  A.  New  York. 

4.  The  Excellence  of  the  Movement  as  a  Means  of 
Adding  to  the  Dignity  of  Girl  Industry.  6-128;  Review 
of  Reviews,  XLV.  p.  577. 

Suggestions 

a.  Why  do  we  not  recognize  the  necessity  of  a  camp  fire 
girls'  organization  as  readily  as  we  do  that  of  the  boy 
scouts? 

b.  The  official  manual  of  the  Camp  Fire  Girls  is  a  classic. 
The  mother  of  every  adolescent  girl  should  have  a  copy 
of  this  little  volume  and  study  it. 

c.  The  key  note  of  this  whole  movement  is  wholesome 
and  helpful  spontaneous  development.  For  once  we  find 
the  heart  of  the  girl  working  actively  with  her  head  and 
hands.  The  mothers  of  every  community  should  search 
far  and  wide  for  an  able  camp  fire  organizer. 


118 


PROGRAM  73 

YOUTH  AND  THE  PROBLEM  OF  ATHLETICS 

1.  How  to  Make  the  Boy's  Interest  in  Athletics  Serve 
a  Good  Purpose.    16-  No.  37;  No.  93;  18-  Rec.  72. 

2.  The  Modern  Tendency  to  Make  Clean  Athletics 
a  Vital  Element  of  Boy  Training.  16-  No.  105,  No.  120; 
18-  Rec.  140. 

3.  The  Psychology  of  Rooting  at  the  Game. 

4.  Sunday  Baseball  and  Other  Sunday  Sports.  16-  No. 
84;  also  Association  Press,  New  York. 

Suggestions 

a.  Perhaps  it  would  help  the  program  speakers  to  keep 
in  mind  the  fact  that  the  tendency  of  modern  athletics 
is  away  from  the  individual  struggle  and  toward  the  mass 
games. 

b.  How  can  we  induce  parents  to  take  the  question  of 
athletics  seriously  and  give  their  boys  and  girls  their 
just  dues  regarding  it? 

c.  It  is  a  significant  fact  that  many  a  so-called  good- 
for-nothing  boy  will  make  his  mark  on  the  athletic  field. 
But  is  he  really  good-for-nothing? 

d.  Why  not  quit  fighting  Sunday  athletics  and  destroy 
it  by  giving  an  adequate  amount  on  week  days? 


119 


PROGRAM  74 

ATHLETIC   TRAINING    OF   THE   GIRL 

1.  Good  and  Bad  Uses  of  the  Basket  Ball  Game.  42-329. 

2.  How  Can  Tennis  Be  Made  to  Serve  a  Good  Purpose 
in  the  Girl's  Life?    Rural  Manhood,  N.  Y. 

3.  Some  Games  that  are  Conducive  to  the  Well- 
rounded  Development  of  the  Growing  Girl.    16-  No.  37. 

4.  May  the  Girls  Accompany  the  Home  Boy  Team  on 
Their  Inter-School  Athletic  Trips?  6- 152;  Inquire, 
National  Board  Y.  W.  C.  A.,  New  York. 

Suggestions 

a.  Why  do  the  girls  in  one  community  all  take  to  ath- 
letics, while  in  another  they  are  too  modest  to  think  of 
such  a  thing? 

b.  Much  should  be  offered  at  the  meeting  to  inculcate  a 
more  favorable  sentiment  toward  a  moderate  amount  of 
athletic  training  for  girls. 

c.  It  is  an  easy  matter  so  to  arrange  the  inter-class 
athletic  games  as  to  obviate  the  necessity  of  very  many 
events  away  from  home.  The  author  believes  the  policy 
of  allowing  high  school  youths  to  go  away  for  a  series  of 
athletic  contests  should  be  discouraged. 


120 


CHAPTER  XI 
THE  PROBLEMS  OF  FATHERHOOD 

PROGRAM  75 

CHARACTERISTICS   OF   THE   EXEMPLARY   FATHER 

1.  What  He  Needs  to  Know  About  Childhood  in  Gen- 
eral.   5- 344;  21-249. 

2.  What  He  Needs  to  be  in  Point  of  Personal  Integrity. 
5-337; 27-4. 

3.  What  He  Needs  to  Do  in  General  Defense  of  Child- 
hood and  Motherhood.    9-109,  121 ;  30-194. 

4.  WTiat  Course  He  May  Pursue  in  Order  to  Keep  Him- 
self Reasonably  Informed  on  the  Problems  of  Child  Train- 
ing.   26-59,  63,  107. 

Suggestions 

a.  By  actual  count  how  many  fathers  of  the  community 
are  conscious  of  their  duties  and  opportunities  in  respect 
to  their  growing  children? 

b.  Can  we  ever  hope  to  have  100  per  cent  fathers  until 
we  shall  have  trained  young  men  to  understand  the  psy- 
chology of  childhood  and  youth? 

c.  In  every  school  and  college  offering  work  above  the 
eighth  grade  there  should  be  prescribed  a  thorough  course 
in  psychology  and  human  behavior.  Men  are  not  inter- 
ested in  their  children  because  they  do  not  understand 
childhood. 

121 


PROGRAM  76 

THE  FATHER'S  PART  IN  THE  DISCIPLINE  OF  THE  CHILDREN 

1.  Is  it  Fair  for  the  Busy  Father  to  Keep  "Hands  Off" 
while  at  Home  so  as  to  Win  the  Respect  of  the  Children? 
30-196; 94-46. 

2.  Some  Rewards  which  a  Father  may  Use  as  Means 
of  Home  Discipline.    5-343. 

3.  Some  Forms  of  Punishment  which  a  Father  may 
Resort  to  with  Good  Effect.    27-69. 

4.  How  a  Father  may  be  a  True  Companion  to  His 
Young  Boys.    27-2;  123-152. 

Suggestions 

a.  The  average  red-blooded  boy  very  much  needs  the 
strong  arm  of  a  father  to  guide  the  youthful  steps  aright. 

b.  The  program  committee  should  endeavor  to  call  some 
good  father  to  speak  upon  each  of  these  four  topics. 

c.  Perhaps  the  mother  can  train  the  adolescent  children 
unaided  but  when  the  age  of  puberty  dawns  the  father  is 
guilty  of  gross  neglect  to  his  family  and  the  community 
if  he  fails  to  take  a  serious  part  in  the  home  discipline. 

d.  Motherhood  is  sometimes  called  a  profession.  May 
we  not  at  least  call  fatherhood  an  avocation? 


122 


PROGRAM  77 

THE   FATHER   AS   THE   GUARDIAN   OF   THE   HOME 

1.  Justify  the  Training  of  Small  Boys  in  Household 
Duties  and  Baby-tending  as  a  Means  of  Preparation  for 
Fatherhood.    5-22. 

2.  Ways  in  which  the  Father  may  Safeguard  the  Mother 
Against  the  Tendency  to  Overwork  and  Oversacrifice 
in  Behalf  of  the  Children.  How  may  He  Teach  the  Chil- 
dren to  Appreciate  Her  Efforts  in  Their  Behalf?  23-259- 
36-224. 

3.  How  the  Home  and  the  School  may  Co-operate  in 
Teaching  the  Duties  and  Responsibilities  of  Fatherhood. 
(One  parent  and  one  teacher)  33-71;  122-99. 

Suggestions 

a.  Do  ordinary  good  women  really  take  delight  in 
sacrificing  and  working  themselves  half  to  death,  as  some 
persons  are  wont  to  believe? 

b.  At  what  age  does  a  young  man  or  young  woman 
begin  to  appreciate  the  helpfulness  and  sacrifice  of  his 
parents? 

c.  Would  it  not  be  well  to  give  this  entire  program  an 
optimistic  tone?  The  deep  instinct  of  our  common  human 
nature  will  never  permit  the  family  to  fall  into  wreck  and 
ruin  although  many  would  lead  us  to  expect  such  a 
calamity. 


123 


PROGRAM  78 

THE  FATHER  AND  THE  ALCOHOL  PROBLEM 

1.  Inability  of  the  Father  Who  Uses  Intoxicants  Wisely 
to  Instruct  His  Growing  Son  in  Regard  to  Drink.    26-112. 

2.  What  is  a  Reasonable  Business  Outlook  to  Place 
before  the  Youth  Who  is  Learning  to  Drink?  See  Town 
and  City,  Jewett  (Ginn  &  Co.,  N.  Y.). 

3.  What  is  the  Father's  Full  Duty  in  Relation  to  the 
Local  Saloon  and  the  Drink  Question?  Write  Interna- 
tional Reform  Bureau,  Washington,  D.  C. 

4.  What  can  the  School  do  in  Preparation  for  a  Future 
Generation  of  Non-Drinking  Fathers?  Address  Clark 
University,  Worcester,  Mass.  Handbook  of  Facts  about 
Alcohol,  Cora  Frances  Stoddard,  Scientific  Temperance 
Federation,  Boston.  Write  to  W.  C.  T.  U.  Press,  Evans- 
ton,  111. 

Suggestions 

a.  A  genuine,  sympathetic  discussion  is  called  for  in  the 
treatment  of  this  great  problem.  It  is  easy  to  condemn, 
but  who  can  give  some  constructive  helps? 

b.  We  are  at  fault  in  placing  the  blame  of  the  drunken 
father  wholly  upon  his  own  shoulders.  The  community, 
the  neglect  of  his  own  parents,  and  the  habits  of  his  youth 
formed  his  character  more  or  less  completely  before  he 
was  old  enough  to  take  any  deep  concern  about  the  matter. 

c.  The  members  are  asked  to  become  acquainted  with 
the  Kansas  method  of  growing  a  new  crop  of  sober  men 
and  women. 

124 


PROGRAM  79 

THE  FATHER  AND  THE  TOBACCO  PROBLEM 

1.  The  Questioned  Ability  of  the  Tobacco-using  Father 
Wisely  to  Instruct  His  Growing  Son  in  Regard  to  Smoking 
or  Chewing. 

2.  Figures  and  Estimates  to  be  Placed  before  a  Boy  to 
show  the  Life-time  Cost  of  Tobacco  Using.    5-163. 

3.  Sketches  and  Illustrations  to  be  Placed  Before  a 
Boy  to  show  how  Disease  and  Degeneracy  Lurk  within 
the  Cigarette.    14-  No.  1. 

4.  Report  upon  Anti-cigarette  Laws  and  Ordinances 
with  a  Plan  for  the  Defense  of  the  Local  Boy.  Address 
National  Anti-cigarette  League,  Chicago,  111. 

Suggestions 

a.  We  are  living  in  a  tobacco  age;  no  doubt  about  that. 
After  the  alcohol  problem  has  been  disposed  of,  then  the 
fight  will  be  waged  against  nicotine. 

b.  Again  sympathetic  treatment  is  urged.  It  is  im- 
practicable for  many  good  men  to  discontinue  their  use  of 
tobacco. 

c.  Do  not  condemn  men  smokers.  Make  a  plan  for 
maturing  a  new  race  of  non-smokers  by  means  of  training 
boys  to  let  nicotine  alone. 

d.  The  campaign  against  tobacco  will  call  for  an  elimina- 
tion of  disgusting  advertisements  now  seen  plastered  up 
everywhere. 


125 


PROGRAM  80 

THE   FATHER   AS   A   HANDY   MAN 

1.  Making  Swings  and  Other  Playthings  for  the  Little 
Ones.    5-75. 

2.  Helping  the  Boy  to  Equip  His  Playhouse  and  Home 
Workshop.  Extension  Division,  University  of  Kansas, 
Lawrence. 

3.  Furnishing  Plans  and  Specifications  for  the  Boy's 
Self-made  Playthings.  Write  Doubleday,  Page  &  Co., 
New  York. 

4.  Providing  an  Attic  Room  or  other  Place  for  the 
Small  Girl's  Play  Industry.    6-90. 

Suggestions 

a.  Popular  Mechanics  is  recommended  as  a  remarkably 
helpful  magazine  in  the  matter  of  dealing  with  this  pro- 
gram. And  for  that  matter,  the  father  might  well  keep  a 
copy  about  the  house. 

b.  Did  any  of  the  members  ever  try  out  the  scheme  of 
equipping  the  boy  with  his  own  workshop  before  requiring 
him  to  perform  their  own  work? 

c.  Pictures,  drawings,  illustrations,  and  other  specific 
data  will  be  most  helpful  in  responding  to  these  topics. 

d.  Sometimes  the  boy  becomes  the  teacher  and  leader 
of  the  father  in  the  handiwork  at  home. 


126 


PROGRAM  81 

THE   FATHER   AS   HOME   PROVIDER 

1.  How  to  Divide  the  Family  Income  so  as  to  be  Fair 
to  all  the  Members  of  the  Family.    4-132. 

2.  Lessons  on  Saving  and  Thrift  which  a  Father  may 
Teach  His  Small  Son.    14-  No.  2. 

3.  Can  the  Children  be  made  Familiar  with  and  Inter- 
ested in  the  Family  Expense  Account?    14-  No.  7. 

4.  Things  better  than  Sweetmeats  which  the  Father 
may  Bring  Home  to  the  Children.    127-82. 

Suggestions 

a.  Did  it  ever  occur  to  the  readers  that  whisky  and 
tobacco  should  be  classed  as  groceries?  For,  does  not  the 
price  of  them  come  out  of  the  grocery  bill  before  this  bill 
is  even  made  out? 

b.  Every  family  of  pigs  has  a  runt.  You  will  find  this 
the  case  in  many  human  families,  some  member  who  is 
slighted  and  mistreated  and  even  partly  starved.  Not 
infrequently  it  is  mother  who  is  to  blame. 

c.  In  responding  to  topic  4,  will  some  one  please  make 
out  a  long  list  of  articles? 


127 


PROGRAM  82 

THE  FATHER  AS  A  HOME  ENTERTAINER 

1.  What  a  Father  can  do  to  Provide  Evening  Home 
Entertainment  for  the  Family.    27-60. 

2.  Can  the  Father  be  a  Regular  Club  Member  and  at 
the  Same  Time  be  Just  and  Fair  to  His  Family?    128-38. 

3.  The  Home  Motion  Picture  Machine  and  other  Such 
Devices  for  Home  Entertainment.  Extension  Division, 
University  of  Kans.,  Lawrence. 

4.  An  Ideal  Scheme  for  Taking  the  Family  out  to 
Evening  Entertainments  without  Breaking  the  Home- 
staying  Habit.    4-152. 

Suggestions 

a.  The  father  who  understands  his  family  of  growing 
children  and  is  devoted  to  them  has  very  little  occasion 
to  spend  his  nights  out  at  the  club. 

b.  Many  fathers  run  away  to  the  club  or  pool  room  at 
night  because  they  have  never  had  an  opportunity  to 
become  acquainted  with  child  life  and  therefore  really  do 
not  know  their  own  children,  or  perhaps  their  helpmates. 

c.  Edison  now  has  a  family  size  motion-picture  ma- 
chine. How  would  this  do  for  the  father's  contribution  to 
home  entertainment? 


128 


PROGRAM  83 

THE  FATHER  AS  A  PROVIDER  FOR  THE  FUTURE 

1.  Judicious  Use  of  the  Insurance  Policy  as  a  Means  of 
Providing  for  the  Possible  Future  Dependence  of  the 
Family.  Write  Insurance  Department  of  the  Home 
State;  also  Univ.  of  Wis.,  Madison. 

2.  May  the  Children  be  Directed  in  Paying  out  on 
So-called  Building  and  Loan  Stock  of  their  Own?  14- 
No.  2. 

3.  How  may  the  Father  Provide  all  Necessary  Legacy 
for  the  Son  through  the  Direction  of  the  Latter's  Educa- 
tion?   5-63. 

4.  To  what  Extent  may  He  Achieve  this  Same  End  for 
the  Daughter?     6-187. 

Suggestions 

a.  Does  any  one  really  know  whether  life  insurance  as  a 
means  of  the  father's  providing  for  the  future  of  his  family 
is  succeeding?  Sometime  records  will  come  out  and  show 
the  vast  amount  of  money  wasted  on  life  insurance  on 
account  of  poor  management  of  the  entire  system. 

b.  Is  not  one  excellent  form  of  insurance  of  the  future 
of  children  the  practice  of  putting  strength  and  self-reliance 
into  their  growing  characters? 

c.  Instances  of  good  and  bad  effort  will  count  for  much 
in  making  this  program  worth  while. 


129 


PROGRAM  84 

THE  FATHER  AS  THE  HEAD  OF  THE  FAMILY 

1.  Has  the  Father  any  Justifiable  Rights  and  Privileges 
which  Belong  to  Him  as  Head  of  the  Family?  129-71; 
54-46. 

2.  Command,  Entreaty,  and  Argument  as  a  Father's 
Means  of  Directing  the  Conduct  of  the  Children.  4-179, 
185. 

3.  By  what  Means  may  a  Father  Train  His  Small  Son 
for  Independence  of  Thought  and  Action  ?  5-270 ;  30-1 29 ; 
121-141. 

4.  By  what  Concrete  Methods  may  He  Accomplish  the 
same  Purpose  with  His  Young  Daughter?    6-175. 

Suggestions 

a.  Slowly  the  father  is  yielding  his  place  as  lord  and 
master  of  the  family  and  is  becoming  an  actual  member  of 
it  as  a  miniature  democracy. 

b.  But  the  foregoing  statement  is  no  argument  against 
the  institution  of  strict  authority  and  ready  obedience  in 
the  home. 

c.  Concreteness,  definiteness,  and  illustrations  should 
mark  the  discussion  of  this  program. 


130 


CHAPTER  XII 
TEE  VOCATION  AND  TEE  EOME  LIFE 

PROGRAM  85 

INDUSTRIAL  TRAINING   FOR   THE   ADOLESCENT   PUPIL 

1.  How  can  the  Urban  Home  Provide  Suitable  Dis- 
ciplinary Tasks  for  the  Adolescent  Boy?    5-15,  25. 

2.  How  Provide  Suitable  Disciplinary  Home  Duties 
for  the  High  School  Girl?    6-56. 

3.  May  the  Industrial  Duties  of  Adolescents  be  made  to 
Appear  Attractive  to  them  and  Necessary  for  their  Whole- 
some Development?    22-66. 

4.  Steps  whereby  the  School  may  Inculcate  a  Proper 
Regard  for  Youthful  Industry.    1-29 ;  19-66. 

Suggestions 

a.  A  canvass  of  the  situation  will  show  that  topic  No.  1 
is  most  difficult.  Urban  parents  everywhere  show  much 
distress  about  this  problem.  Who  can  bring  forward  an 
effective  plan? 

b.  Will  it  ever  be  possible  to  make  the  school  and  home 
furnish  one  continuous  series  of  lessons? 

c.  Who  is  so  fortunate  as  to  be  able  to  furnish  work  for 
adolescents  which  is  both  enticing  and  instructive? 


131 


PROGRAM  86 

THE   SCHOOL   AND   INDUSTRIAL   TRAINING 

1.  An  Ideal  Course  of  Manual  and  Industrial  Training 
as  a  Part  of  the  School  Curriculum.  See  Manual  Training 
magazine,  V.  XIII.,  p.  340. 

2.  An  Ideal  Course  for  School  Girls  in  Domestic  Science 
and  Art.  6-191;  22-145;  write  to  American  School  of 
Home  Economics,  Chicago. 

3.  Some  Devices  for  Making  the  High  School  Indus- 
trial Course  Attractive  to  Boys.    130-42. 

4.  Some  Devices  for  Making  the  Home  Economics 
Training  Appeal  to  the  Heart  of  the  Girl.  6-247;  7-63. 
Write  Home  Economics  Dept.  of  your  college  or  university. 

Suggestions 

a.  Can  not  the  manual  training  course  for  boys  be  made 
more  yielding  so  that  each  pupil  may  be  doing  some  work 
which  really  appeals  to  him? 

b.  Does  anyone  know  of  a  high  school  which  furnishes 
diversified  industry  for  its  pupils?  Such  a  school  would 
give  training  in  all  of  the  farm  and  garden  practices  and 
in  the  rudiments  of  all  the  trunk  lines  of  commerce. 

c.  Is  it  not  true  that  the  high  school  girls  enjoy  their 
domestic  science  far  more  than  the  high  school  boys  enjoy 
their  manual  training?    If  so,  why  so? 


132 


PROGRAM  87 

VOCATIONAL   GUIDANCE   FOR   YOUTH 

1.  Foundational  School  Training  for  Vocational  Guid- 
ance.   5-219;  7-24. 

2.  Home  Training  and  Discipline  Best  Suited  as  Prepa- 
ration for  the  Vocation.    4-86. 

3.  The  Theory  that  there  will  in  Time  Awaken  an 
Instinctive  Interest  in  Some  Occupation.    14-  No.  4. 

4.  How  much  Floundering  and  Failure  Must  be  Allowed 
for  in  the  Case  of  the  Youth  in  Search  of  his  Vocation? 
6-275. 

Suggestions 

a.  Have  not  many  of  the  writers  on  vocational  guidance 
aimed  at  too  direct  and  immediate  results? 

b.  The  great  mass  of  children  possess  mediocre  ability 
and  must  be  trained  in  all  the  fundamentals  in  order  to 
lay  a  firm  foundation  for  the  choice  of  a  vocation. 

c.  Suppose  the  speaker  who  has  topic  No.  4  make  in- 
quiry of  ten  successful  men  as  to  how  long  they  were  de- 
layed in  determining  their  vocations. 

d.  Vocational  Guidance,  by  J.  Adams  Puffer  (Dodd, 
Mead  &  Co.),  is  a  valuable  help  on  this  problem. 


133 


PROGRAM  88 

THE   BUSINESS   OUTLOOK   FOR   YOUTH 

1.  The  Principles  and  Methods  which  Tend  to  Guaran- 
tee a  Successful  Business  Venture  for  the  Young  Man. 
5-228. 

2.  Defects  of  Character  and  Training  which  Today 
Stand  Most  in  the  Way  of  the  Young  Man's  Business 
Success.     22-21. 

3.  How  can  the  Young  Man  be  Prepared  for  Business 
Success  through  Training  in  the  So-called  Trunk-line 
Industries?    23-281. 

4.  Should  Every  Business  Man  be  Interested  in  Some 
Form  of  Human  Welfare?    12-3. 

Suggestions 

a.  How  many  young  men  have  really  had  any  business 
training  or  practice  up  to  the  time  when  they  enter  the 
commercial  world? 

b.  If  we  commercialize  education  too  soon  the  young 
man  becomes  merely  a  money  maker  and  fails  to  become 
a  well-rounded  citizen. 

c.  Human  welfare  is  the  big  concern  of  society  and  the 
state.  Should  we  regard  a  young  man's  education  as  at 
all  satisfactory  if  he  fails  to  manifest  any  interest  in  the 
general  well-being  of  his  fellows? 


134 


PROGRAM  89 

VOCATIONAL   TRAINING   FOR   THE   GIRL 

1.  Fundamental  Principles  of  Training  Necessary  to 
Prepare  the  Girl  for  Self  Support.    6-175 ;  55-13. 

2.  Should  every  Growing  Girl  be  Thoroughly  Prepared 
first  of  all  for  Home  Making?    22-145 ;  146-78. 

3.  Occupations  which  Today  Offer  Women  the  Most 
Certain  Means  of  Self  Support.    22-231 ;  130-52. 

4.  Occupations  which  are  Dangerous  and  Hazardous 
to  the  Many  Girls  who  Enter  them.  See  Vocations  for 
Girls,  E.  W.  Weaver.    The  A.  S.  Barnes  Co.,  N.  Y. 

Suggestions 

a.  The  actual  weakness  and  dependence  of  many  women 
is  never  revealed  during  their  life  simply  because  some 
one  else  pays  all  their  bills.  Widows  and  single  women 
in  general  are  considered  "an  easy  mark"  for  the  grafter 
and  the  confidence  man.  What  sort  of  training  will  relieve 
this  situation? 

b.  Do  not  invite  the  alarmist  to  consume  the  valuable 
time  of  the  meeting  in  an  effort  to  prove  that  modern 
woman  is  becoming  masculine,  that  she  is  abandoning 
the  home,  and  that  she  is  leading  the  race  upon  the  rocks. 


135 


PROGRAM  90 

PREPARATION   OF   THE   GIRL   FOR   MARRIAGE 

1.  What  Course  of  Training  Appears  to  be  the  Surest 
Avenue  to  Successful  Marriage?    1-277;  6-240;  110-213. 

2.  Is  a  Practical  Knowledge  of  All  the  Details  of  House- 
keeping a  Pre-requisite?    22-145;  29-266. 

3.  What  may  the  School  and  the  Home  Do  to  Give 
the  Girls  the  Necessary  Pre-nuptial  Business  Training? 
14-  Nos.  3  and  7. 

4.  What  is  a  Good  Course  in  Child  Welfare  to  Offer 
the  Prospective  Wife  and  Mother?    8-5;  10-67;  119-101. 

Suggestions 

a.  For  centuries  past  we  have  been  satisfied  simply  to 
crack  jokes  about  marriage  while  we  required  the  young 
woman  to  take  long  courses  in  mechanical  and  mathemati- 
cal subjects. 

b.  Watch  for  the  appearance  of  a  text  book  intended  to 
be  used  in  a  course  offering  preparation  for  marriage  and 
child  rearing. 

c.  Probably  we  shall  never  understand  the  problem  of 
human  mating  until  there  is  a  wider  dissemination  of  the 
facts  of  eugenics. 

d.  Who  is  to  blame  for  the  fact  that  many  women, 
sound  and  beautiful  in  their  natural  maternity,  must  go 
through  life  unmarried? 


136 


PROGRAM  91 

PREPARING   THE   YOUNG   MAN   FOR   MARRIAGE 

1.  Outline  of  a  Reasonable  Course  of  Training  for  the 
Young  Man  who  Aspires  to  Become  a  Model  Husband. 
5-321; 26-156. 

2.  What  can  Training  do  to  Prepare  a  Young  Man  for 
the  Exercise  of  Judgment  and  Common  Sense  in  the 
Choice  of  a  Wife?    5-336;  26-176. 

3.  How  much  do  a  Young  Wedded  Pair  Need  with  which 
to  Begin  Life  Together?  Inquire  of  ten  good  men  and 
ten  good  women,  all  married. 

4.  Can  the  Young  Married  Man  be  Expected  to  Know 
Anything  about  the  Duties  of  Fatherhood  ?   5-342. 

Suggestions 

a.  Hitherto,  we  have  expected  the  young  man  to  mani- 
fest, at  the  right  time,  a  disposition  called  "falling  in  love," 
but  unfortunately  this  blind  and  unguided  instinct  often 
led  to  falling  out. 

b.  What  constitutes  a  safe,  marriageable  young  woman? 
Will  some  one  kindly  make  out  a  feasible  plan  of  guidance 
for  the  use  of  all  single  young  men? 

c.  Divorces  may  multiply  and  homes  may  continue  to 
be  disrupted,  but  children  will  also  continue  to  be  born 
possessing  a  strong  latent  instinct  for  matrimony.  Thus 
if  we  spoil  one  generation  perhaps  the  next  can  make  use 
of  the  error. 


137 


PROGRAM  92 

YOUTH   AND   THE   SALOON   QUESTION 

1.  Keeping  the  Boy  from  Taking  His  First  Drink. 
5-180. 

2.  Are  the  Youths  of  America  Destined  to  be  Entirely 
Free  from  the  Baneful  Effects  of  the  Saloon?  Interna- 
tional Reform  Bureau,  Washington,  D.  C. 

3.  The  Local  Fight  with  the  Liquor  Evil:  Conducting 
it  for  the  Sake  of  the  Boy.     Union  Signal,  Evanston,  111. 

4.  A  Report  of  the  Prohibition  Situation  Throughout 
the  State  of  Kansas.  State  Temperance  Union,  Topeka, 
Kans. 

Suggestions 

a.  How  about  the  soft  drink  as  a  first  step  toward 
alcoholism?  Are  not  the  refreshment  stands  and  soda 
fountains  a  curse  rather  than  a  blessing? 

b.  Sometimes  a  conscientious  father  does  not  discover 
which  side  of  the  saloon  question  he  is  on  until  his  son 
begins  to  grow  tall.    Then  the  decision  is  easy. 

c.  In  many  of  the  localities  in  the  state  of  Kansas  the 
liquor  traffic  is  as  little  known  as  petit  larceny,  and  there 
is  very  little  of  either. 

d.  The  liquor  dealers  accuse  the  opponents  of  exaggera- 
tion.   Is  this  sin  all  on  one  side? 


138 


PROGRAM  93 

YOUTH    AND   THE   CHEAP   LOAFING    PLACE 

1.  What  is  an  Ideal  Treatment  of  the  Pool  Hall  Situa- 
tion?   Address  University  of  Wisconsin,  Madison. 

2.  How  to  Meet  the  Degrading  Influence  of  the  Smoke 
House.    27-183;  Association  Press,  New  York. 

3.  Dealing  with  the  Moral  Filth  in  the  Cheap  Cafe. 
33-262. 

4.  The  Cheap  Card  Game  and  the  Gambling  Place  as 
Menaces  to  Boy  Life.    5-70;  Editor  Survey,  New  York. 

Suggestions 

a.  Will  some  one  describe  an  ideal  pool  and  billiard  hall, 
a  place  where  he  should  want  his  growing  son  to  spend  his 
leisure  hours. 

b.  The  author  has  never  been  in  a  pool  hall  where  he 
found  the  society  decent  and  respectable  enough  to  war- 
rant the  admission  of  a  minor. 

c.  But  it  is  easy  to  condemn.  If  the  chief  loafing  place 
is  to  be  banished,  then  a  desirable  social  center  of  some 
kind  must  be  substituted. 

d.  The  cheap  loafing  place  is  the  center  of  much  political 
corruption  also,  a  place  where  cheap  votes  are  bargained 
for. 


139 


PROGRAM  94 

EVILS   THAT   LURE    THE    YOUNG   GIRL 

1 .  How  can  we  Know  that  the  Girl's  Chum  is  a  Desirable 
Companion  for  Her?    6-168. 

2.  The  Dangers  to  Girlhood  which  Emanate  from  the 
Vaudeville,  the  Cheap  Theater  and  the  Coarse  Picture 
Show.    58-251 ;  146-88,  97. 

3.  Cautioning  the  Girl  Against  Chance  Acquaintances 
with  Strange  Young  Men.  57-156.  Inquire  of  Chicago 
School  of  Civics  and  Philanthropy. 

4.  Are  Our  Girls  Tending  toward  the  Use  of  Cigarettes 
and  Intoxicating  Drinks? 

Suggestions 

a.  Are  we  really  tolerant  enough  of  the  silliness  of  the 
adolescent  girl? 

b.  How  many  of  the  mothers  present  at  the  meeting 
have  a  plan  which  will  furnish  wholesome  indulgence  for 
the  social  instinct  of  their  fifteen  year  old  daughters? 

c.  Have  we  not  been  selfish  and  short-sighted  in  our 
effort  to  safeguard  our  own  daughters  and  done  nothing 
for  other  people's  daughters?  Can  we  succeed  with  this 
problem  without  the  help  of  the  whole  community? 

d.  What  has  been  done  by  way  of  holding  the  property 
owner  responsible  for  the  evil  resort? 


140 


CHAPTER  XIII 
THE  RELIGIOUS  TRAINING  OF  THE  YOUNG 

PROGRAM  95 

RELIGION  IN   THE   HOME 

1.  Is  the  Old  Fashioned  Family  Worship  Destined  to 
go  Out  of  Use  Entirely?    What  then?    36-228. 

2.  How  may  the  Home  Life  Inculcate  a  Wholesome 
Respect  for  All  the  Churches?    5-349;  356. 

3.  Getting  the  Children  off  to  Sunday  School  with 
Lessons  Prepared.     128-141. 

4.  How  may  we  Interest  the  Boy  and  Girl  in  the 
Activities  of  the  Church?    27-326-370. 

Suggestions 

a.  Question  No.  2  is  the  biggest  one  in  the  list.  Our 
lack  of  full  tolerance  of  other  people's  religion  is  still  most 
lamentable. 

b.  The  author's  position  regarding  the  religion  of 
childhood  has  been  much  misunderstood.  Children  do  not 
naturally  take  any  deep  concern  about  religious  matters. 
The  great  instinctive  interest  in  such  matters  comes  during 
the  adolescent  years. 

c.  What  has  become  of  religion  during  the  time  of  the 
great  war? 

141 


PROGRAM  96 

THE   YOUNG   AND   RELIGIOUS   GOOD   FELLOWSHIP 

1.  May  the  Young  not  be  Taught  to  Respect  Religion 
as  a  Universal  Force  Affecting  the  Lives  of  All  Peoples? 
1-324. 

2.  May  Parents  Induce  their  Children  to  Become 
Regular  Church  Members  and  at  the  Same  Time  Inculcate 
a  Wholesome  Cordiality  Toward  All  Church  Bodies? 
6-284. 

3.  What  may  the  Minister  do  to  Meet  the  Require- 
ments of  (1)  above?    129-202. 

4.  What  may  the  Teacher  do  to  Meet  the  Requirements 
of  (2)  above?    5-352. 

Suggestions 

a.  There  will  be  different  religious  and  different  church 
organizations  throughout  all  times,  perhaps.  Why  should 
there  not  be?  What  we  need  is  sympathy,  a  realization 
that  the  human  race  is  inherently  the  same  at  its  core  but 
that  our  different  attitudes  and  opinions  are  largely  the 
result  of  early  environment  and  training. 

b.  Does  anyone  know  of  a  school  teacher  who  makes  it  a 
point  to  teach  religious  tolerance?  How  can  his  number 
be  multiplied? 


142 


PROGRAM  97 

RELIGION   AND   THE   INSTINCTIVE   AWAKENING 

1.  The  Significance  of  the  Instinctive  Religious  Interest 
of  the  'Teen  Age.    1-362. 

2.  How  does  Religious  Training  in  Childhood  Give 
Marked  Assistance  at  the  Time  of  True  Conversion? 
4-290. 

3.  A  Plan  for  Bringing  the  Adolescent  Boy  into  Active 
Church  Membership.    5-355;  20-164. 

4.  A  Plan  for  Bringing  the  Adolescent  Girl  into  Active 
Church  Membership.    6-291 ;  20-183. 

Suggestions 

a.  Psychology  has  done  far  more  to  explain  religion 
than  has  theology.  Will  some  member  give  a  short 
address  on  the  psychology  of  religious  belief? 

6.  The  adult  convert  who  had  no  religious  training  in 
childhood  suddenly  finds  himself  without  even  the  rudi- 
ments of  a  religious  vocabulary. 

c.  One  good  way  to  get  adolescent  boys  and  girls  into 
the  church  is  to  bring  them  in  together.  Their  religion  at 
first  is  much  related  to  sociability  and  can  well  begin  its 
growth  in  such  a  relation. 


143 


PROGRAM  98 

THE   EFFICIENT   SUNDAY    SCHOOL 

1.  May  the  Same  Pedagogy  be  Applied  to  Both  the 
Public  School  and  the  Sunday  School?  Write  the  Stand- 
ard Press,  Cincinnati,  Ohio. 

2.  An  Ideal  Kindergarten  Department  for  the  Sunday 
School.    Write  the  University  of  Chicago  Press,  Chicago. 

3.  Methods  and  Devices  for  Holding  and  Instructing 
the  Pre-adolescent  Boy.  142-109.  Write  The  Pilgrim 
Press,  Boston. 

4.  Methods  and  Devices  for  Holding  and  Instructing 
the  Pre-adolescent  Sunday  School  Girl.  Write  Fleming  H. 
Re  veil  Co.,  New  York;  also  American  Institute  of  Social 
Service,  N.  Y. 

Suggestions 

a.  There  are  many  foolish  things  taught  in  some  Sunday 
schools,  and  there  is  as  yet  a  very  general  lack  of  recogni- 
tion of  the  principles  of  psychology  which  must  necessarily 
be  applied  to  all  good  teachings. 

b.  The  pre-adolescent  boys  who  are  really  interested  in 
the  Sunday  school  lesson  are  few  and  far  between.  Occa- 
sionally, however,  there  is  a  Sunday  school  teacher  who 
can  hold  them  in  line. 

c.  Is  it  not  a  fact  that  the  pre-adolescent  girl  takes  the 
Sunday  school  training  much  more  seriously  than  does  her 
brother?    Why  is  this? 


144 


PROGRAM  99 

THE  SUNDAY  SCHOOL  AND  THE  YOUNG  PEOPLE 

1.  Sunday  School  Work  which  Appeals  to  the  Heart 
of  Youth.  23-97;  Dept.  of  Religious  Ed.,  Univ.  of  Chi- 
cago Press. 

2.  Sunday  School  Work  which  Appeals  to  the  Heart  of 
the  Blooming  Maiden.  6-288;  Address  The  Christian 
Register,  Boston. 

3.  How  to  Transform  the  Sunday  School  into  a  Re- 
ligious Social  Center  for  All.  4-287;  Address  The  Church- 
man, New  York. 

4.  The  Sunday  School  Base-ball  Team  as  an  Opponent 
of  the  Sunday  Playing  of  the  Professional  League.  Ad- 
dress The  Christian  Century,  Chicago. 

Suggestions 

a.  Is  not  the  idea  of  Sunday  school  for  youths  and 
maidens  rather  more  a  social  affair  than  a  religious  one? 
Unquestionably  the  strongest  instinctive  for  bringing 
the  young  people  together  in  the  church  is  the  social 
interest. 

b.  Is  there  any  serious  objection  to  having  the  Sunday 
school  lesson  and  the  social  hour  follow  one  another  in 
immediate  succession? 

c.  Depend  on  the  well-organized  Sunday  school  base- 
ball team  to  put  the  Sunday  base-ball  team  out  of  business. 
Has  anyone  a  report  of  such  an  occurrence? 


145 


PROGRAM  100 

THE   YOUNG    PEOPLE'S   RELIGIOUS   SOCIETY 

1.  Is  it  Meeting  a  Vital  Need  in  the  Lives  of  the  Young? 
Address  The  Christian  Advocate,  New  York. 

2.  What  is  its  Best  Relation  to  the  Church  and  the 
Sunday  school?  Address  Herald  and  Presbyter,  Cincin- 
nati. 

3.  How  may  it  Best  Satisfy  the  Social  Interests  of  the 
Young?   Address  The  Advance,  Chicago. 

4.  What  Service  and  Extension  Work  may  it  Under- 
take? Address  The  Examiner,  New  York;  also  American 
Unitarian  Association,  Boston. 

Suggestions 

a.  The  young  person  proceeds  by  easy  and  natural 
steps  towards  a  substantial  religious  life  entirely  under 
the  provision  that  he  have  careful  training  all  the  way. 

b.  Those  who  conduct  the  young  people's  societies  had 
better  keep  uppermost  this  question,  What  wholesome 
enticement  can  be  constantly  held  out  to  bring  the  young 
people  in? 

c.  Call  for  a  talk  by  some  one  who  has  a  scheme  for 
giving  the  young  church  members  something  to  do  that 
will  extend  the  usefulness  of  the  church. 


146 


PROGRAM  101 

THE   YOUNG   MEN'S   CHRISTIAN   ASSOCIATION 

1.  What  is  it  Doing  for  the  Boys  of  the  Junior  De- 
partment?   Association  Men,  New  York. 

2.  How  may  it  Keep  from  Becoming  "Soft"  and  an 
Innocent  Loafing  Place?  5-353;  Rural  Manhood,  New 
York. 

3.  A  Plan  for  its  Doing  Vital  and  Aggressive  Religious 
Work  among  Young  Men.    Association  Press,  N.  Y. 

4.  May  it  be  Made  a  Real  and  Complete  Home  for 
Young  Men?    Address  Railroad  Men,  New  York. 

Suggestions 

a.  The  Young  Men's  Christian  Association  has,  in 
many  places,  the  reputation  of  being  "soft."    Why  is  this? 

6.  It  is  not  the  fault  of  the  general  movement  but  rather 
the  fault  of  the  local  management  which  sometimes  brings 
the  association  into  ill-repute. 

c.  Is  not  the  vital  work  of  the  association  often  of  a 
non-religious  character?  More  really  effective  extension 
work  is  what  is  needed. 

d.  Can  the  Y.  M.  C.  A.  ever  become  thoroughly  aggres- 
sive so  long  as  it  must  beg  continually  for  its  means  of 
existence? 


147 


PROGRAM  102 

THE   YOUNG   WOMEN'S    CHRISTIAN    ASSOCIATION 

1.  How  may  it  Serve  Vitally  the  Needs  of  the  Young 
Woman?    6-297;  Address  Religious  Education,  Chicago. 

2.  A  Plan  whereby  it  may  do  Effective  Social  Service 
Work.     Address  National  Board,  Y.  W.  C.  A.,  New  York. 

3.  To  What  Extent  may  it  Furnish  a  Complete  Home 
for  Young  Women?    Address  The  Club  Worker,  New  York. 

4.  What  is  its  Best  Service  to  the  Country  at  Large? 
Ask  for  The  Y.  W.  C.  A.  at  Work,  National  Board  Y.  W. 
C.  A.,  New  York. 

Suggestions 

a.  The  Young  Women's  Christian  Association  is  be- 
ginning to  do  a  big  work  but  its  possibilities  of  service  are 
far  beyond  its  dreams  hitherto.  Service  is  the  key  note 
of  its  best  work. 

b.  How  can  the  association  organize  an  excellent  tracing 
and  finding  system  for  all  young  women  within  its  zone 
of   activity? 

c.  Will  some  one  report  on  a  feasible  scheme  for  making 
the  Young  Women's  Christian  Association  a  more  suc- 
cessful venture  in  a  business  way? 


'148 


PROGRAM  103 

TEACHING  PEACE  TO  THE  YOUNG 

1.  Are  Race  Prejudice,  Class  Prejudice  and  Neighbor- 
hood Prejudice  all  the  Same  Thing  Existing  in  Different 
Degrees  of  Development?  Address,  World  Peace  Founda- 
tion, Boston,  Pamphlet. 

2.  The  History  of  the  World  as  now  Written  for  the 
Young  is  a  Record  of  War  and  Bloodshed.  How  Does 
this  Matter  Affect  the  Peace  Problem?  Address,  Society 
for  International  Conciliation,  New  York. 

3.  Will  the  Practice  of  Team  Work,  Co-operation  and 
Good-fellowship  while  Young  Affect  the  War  Attitude 
of  the  Adult?  Address  Survey,  and  N.  Y.  School  of  Philan- 
thropy, New  York. 

4.  May  Children  be  Taught  Diplomacy  and  Amicable 
Methods  in  Settlement  of  their  Differences?  Address 
School  of  Civics  and  Philanthropy,  Chicago. 

Suggestions 

a.  Simply  because  the  twentieth  century  has  witnessed 
the  greatest  war  in  all  history,  it  is  not  fair  to  say  that 
humanity  has  failed.  What  we  must  have  is  a  new  philoso- 
phy of  life.  The  civilization  which  has  just  gone  down 
with  a  crash  was  based  upon  selfishness  and  business  con- 
siderations. The  new  civilization  will  be  based  upon 
human  welfare.  Good  will  and  social  service  will  be  among 
its  greatest  ideals. 


140 


CHAPTER  XIV 
TEE  COUNTRY  BOY  AND  THE  COUNTRY  GIRL 

PROGRAM  104 

THE   RURAL   MOTHER 

1.  What  Minimum  of  Household  Conveniences  must 
the  Country  Mother  Have?    23-61. 

2.  How  is  the  Rural  Mother  to  Solve  the  Problem  of 
Household  Help?    23-41. 

3.  The  Ideal  Service  which  a  Farm  Mother  May 
Render  Her  Growing  Children  ?  Address  Wallaces  Farmer, 
Des  Moines,  la. 

4.  Does  the  Typical  Farm  Mother  Secretly  Rebel 
against  Rural  Life?    Address  Orange  Judd  Co.,  New  York. 

Suggestions 

a.  The  country  uplift  will  go  on  just  as  fast  as  the 
people  are  enabled  to  realize  all  the  higher  values  of  life 
in  rural  places.  We  have  tried  to  teach  rural  humanity 
by  giving  the  people  the  bare  necessities  of  life  and  an  over 
amount  of  work.    They  cannot  be  fooled. 

b.  Make  out  a  list  of  worthy  things  which  lure  young 
people  in  the  city.  Then  provide  these  in  the  country 
and  a  thing  worth  while  is  done. 

c.  An  ideal  program,  including  a  careful  division  of  time, 
is  what  is  needed  here. 

150 


PROGRAM  105 

FARM  LIFE  AND  CHARACTER  DEVELOPMENT 

1.  What  Farm  Life  Experiences  Contribute  Most  to  the 
Development  of  Good  Character?  Address  Rural  Man- 
hood, N.  Y. 

2.  Lifting  the  Overburden  from  the  Shoulders  of  the 
Farm  Boy.    23-171. 

3.  Relieving  the  Strain  on  the  Life  of  the  Girl.    23-183. 

4.  A  Plan  for  Bringing  Happiness  and  Contentment 
to  Farm  Boys  and  Girls.    35-83;  25-17. 

Suggestions 

a.  Do  not  fail  to  have  one  speaker  make  out  a  balanced 
schedule  of  activities  for  the  rural  young  people. 

b.  Do  not  require  one  speaker  to  undertake  to  cover  the 
entire  field.  There  is  a  natural  division  between  the  sexes, 
and  there  is  a  three-fold  division  of  infancy,  childhood,  and 
youth.  All  the  just  claims  of  these  six  classes  of  the 
young  must  be  met. 

c.  Farm  parents  must  have  a  conscious  and  constructive 
plan  for  the  development  of  the  characters  of  their  chil- 
dren. Even  an  ideal  rural  school  can  do  little  unless  the 
home  supplements  its  efforts. 


151 


PROGRAM  106 

THE   EFFICIENT   RURAL   SCHOOL 

1.  How  may  the  Instruction  in  English  be  Suited  to 
Rural  Life?    132-266. 

2.  Can  Mathematics  be  Made  to  Offer  Definite  Helps 
to  the  Country  Life?    132-295. 

3.  How  to  Teach  Farm  Geography  by  the  Laboratory 
Method.    Address  State  Normal  School,  Bloomsburg,  Pa. 

4.  Teaching  Health  and  Sanitation  in  the  Rural  School. 
23-122. 

Suggestions 

a.  The  language  of  the  school  anywhere  should  be  the 
language  expressive  of  the  best  there  is  in  the  local  life. 

b.  In  nearly  all  the  schools  the  mathematics  should  be 
cut  down  fifty  per  cent  and  something  better  put  into  its 
place. 

c.  The  modern  rural  teacher  will  not  put  in  more  than 
half  of  the  time  merely  hearing  lessons.  About  one  half 
of  the  time  will  be  devoted  to  the  interpretation  of  living 
environment. 

d.  The  normal  school  at  Kirks ville,  Mo.,  has  been  a 
pioneer  in  this  work.    Write  for  their  periodical. 


152 


PROGRAM  107 

OTHER   TASKS   FOR   THE   RURAL   SCHOOL 

1.  Some  of  the  Advantages  of  Consolidation  of  Schools. 
Among  Country  Schools,  Kern  (Ginn  &  Co.,  N.  Y.). 

2.  May  the  Rural  Teacher  Become  a  Permanent 
Resident  of  the  District?  U.  S.  Bureau  of  Education. 
Pamphlet. 

3.  Should  the  District  Furnish  the  Rural  Teacher  a 
Plot  of  Ground  and  a  Residence?  U.  S.  Bureau  of  Educa- 
tion. 

4.  A  Plan  for  Making  the  Rural  Teacher  a  Community 
Builder.  132-1 1 ;  Address  The  Rural  Educator,  Columbus, 
Ohio. 

Suggestions 

a.  It  need  not  surprise  us  if  some  state  should  enact  a 
law  making  a  consolidation  of  schools  compulsory.  Write 
to  the  Bureau  of  Education,  Washington,  D.  C,  and  if 
possible  secure  the  story  of  a  rural  teacher  who  farms  part 
time  and  lives  in  a  community  on  a  plot  of  ground  fur- 
nished for  his  service.  Secure  pictures,  plans,  and  specifi- 
cations, if  such  are  available. 

b.  A  good  way  to  respond  to  topic  No.  4  is  to  enumerate 
the  things  which  the  rural  teachers  may  actually  do  as  a 
community  leader. 

c.  Some  member  should  bring  forward  a  plan  for  "con- 
solidating" the  rural  school  with  every  other  good  rural 
institution. 


163 


PROGRAM  108 

THE   RECONSTRUCTION    OF   THE   COUNTRY   SCHOOL 

1.  How  to  Renovate  and  Remodel  the  Cheap  Country- 
School  Building.    Write  Cornell  University,  Ithaca,  N.  Y. 

2.  Model  Plot  and  Plans  for  a  Rural  School  Campus. 
35-102. 

3.  How  to  Heat  and  Ventilate  the  One-room  School 
House.    Address  State  Dept.  of  Education. 

4.  A  Model  Plan  for  Sanitary  Closets  and  Drainage  for 
the  School  House.    132-32. 

Suggestions 

a.  In  some  states  the  district  is  not  permitted  to  erect  a 
new  school  building  without  making  use  of  plans  and 
specifications  furnished  by  the  department  of  education. 
This  is  a  valuable  law. 

b.  Again  the  Bureau  of  Education  at  Washington  will 
serve  the  needs  of  inquirers. 

c.  If  some  member  works  out  an  ideal  plan  for  a  new 
school  building,  see  that  the  matter  is  brought  before  the 
attention  of  every  adult  member  of  the  community.  Thus 
educate  public  sentiment. 

d.  Some  of  the  state  normal  schools  are  now  doing 
valuable  extension  work  among  the  rural  schools,  e.  g., 
inquire  of  the  State  Normal  School,  Lewiston,  Idaho. 


154 


PROGRAM  109 

THE   RURAL   SCHOOL   AS   A   CENTER   OF   LIFE 

1.  How  to  Make  the  Country  School  House  a  Social 
Center  of  Life.  23-101;  State  Normal  School,  Kirksville, 
Mo. 

2.  How  to  Use  the  School  Building  for  Literary  and 
Political  Purposes.    Bulletin,  University  of  Wis.,  Madison. 

3.  How  may  the  School  Building  Serve  the  Grange  and 
Kindred  Societies?  Bulletin,  K.  S.  A.  C,  Manhattan, 
Kans. 

4.  How  to  Make  the  Rural  School  House  Serve  as 
Church  and  Sunday  School  Room.  Among  Rural  Schools, 
Kern.    Ginn  &  Co.,  New  York. 

Suggestions 

a.  The  'Teens  and  the  Rural  Sunday  School,  J.  L. 
Alexander,  Editor,  Association  Press,  N.  Y.,  is  a  valuable 
help  on  No.  1. 

b.  Write  the  Russell  Sage  Foundation,  New  York  City, 
for  information  on  these  topics. 

c.  Rural  Manhood,  New  York  City,  will  serve  as  a  com- 
petent text  book  and  guide  for  the  rural  social  workers. 

d.  The  Country  Life  department,  National  Young 
Men's  Christian  Association,  New  York  City,  will  likewise 
serve  the  cause  most  helpfully. 

e.  Let  the  chairman  urge  that  each  speaker  bring 
something  very  concrete  and  definite  to  the  meeting. 


155 


PROGRAM  110 

THE   COUNTRY    SCHOOL   AND    RURAL   MINDEDNESS 

1.  How  may  the  Pupils  be  made  to  take  an  Interest  in 
Farm  Crops?    23-120. 

2.  Interesting  the  Pupils  in  the  Life  Stock  of  the  Farm. 
132-200. 

3.  May  the  Country  School  Offer  Instruction  as  to  the 
Advantages  of  Rural  Life?  Among  Rural  Schools,  Kern. 
Ginn  &  Co.,  N.  Y. 

4.  May  the  Rural  School  Consciously  make  out  a  Plan 
for  the  Social  Life  and  Recreation  of  the  Community? 
Rural  Manhood,  New  York. 

Suggestions 

a.  How  can  we  obtain  text  books  which  actually  have 
the  rural  point  of  view  and  teachers  who  know  all  the 
country  problems?  These  are  the  first  two  great  essentials 
in  the  re-construction  of  country  life. 

b.  Much  of  the  instruction  in  the  country  school  is  very 
dulling,  another  part  of  it  is  entirely  unnecessary.  Fully 
half  of  the  time  of  country  schools  should  be  taken  up  with 
laboratory  work — studying  plants,  soils,  insects,  birds,  ani- 
mals, and  streams.  We  want  the  children  who  grow  up 
in  the  country  to  recognize  the  poetic  side  of  rural  life. 


156 


PROGRAM  111 

THE   TRAINING   IN   RURAL   INDUSTRY 

1.  How  much  Home  Work  should  the  Rural  School  Boy 
be  Required  to  do?    23-171. 

2.  How  much  House  Help  should  the  Rural  School 
Girl  be  Required  to  do ?    23-183. 

3.  How  may  Country  Parents  Plan  for  the  Play  and 
Amusement  of  their  Children?    132-112. 

4.  How  may  Country  Parents  Plan  for  the  Sociability  of 
their  Adolescent  Sons  and  Daughters?  16-  No.  26; 
Playground,  New  York. 

Suggestions 

a.  Does  any  one  actually  know  a  family  home  which 
puts  the  problem  of  living  a  good  life  above  the  problem  of 
making  the  farm  pay? 

b.  Does  any  one  know  a  family  home  which  plans  for 
the  play,  recreation,  and  sociability  of  its  young  people 
before  a  plan  for  the  crops  and  farm  animals?  Which  of 
these  should  be  subordinated  to  the  other,  the  children  or 
the  crops? 

c.  Will  someone  bring  to  the  meeting  a  description  of  an 
ideal  country  picnic  with  perhaps  some  pictures  to  illus- 
trate? 


157 


PROGRAM  112 

THE   DEVELOPMENT   OF   RURAL   BUSINESS 

1.  Will  Farm  Children  Necessarily  Become  Interested 
in  the  Business  of  Farming?    23-275. 

2.  How  may  the  Farm  Boy  be  Taught  to  Acquire  and 
Own  Property?    14-  No.  2,  No.  6. 

3.  How  may  the  Farm  Girl  be  Instructed  in  the  Neces- 
sary Forms  of  Business?    23-262. 

4.  May  the  Young  Son  or  Daughter  be  Taught  to  do 
the  Farm  Bookkeeping?  Write  Extension  Department, 
State  Agricultural  College. 

Suggestions 

a.  Is  the  general  problem  of  child  life  on  the  farm  differ- 
ent from  the  general  problem  in  the  cities?  Are  not  the 
natural  tendencies  and  the  instincts  of  childhood  and 
youth  the  same  in  both  places? 

b.  Will  not  fair  and  adequate  tests  reveal  the  fact  that 
some  country-reared  boys  and  girls  are  suited  only  for  city 
positions?  And  is  not  the  converse  statement  likewise 
true? 

c.  The  author  believes  that  the  farm  book  keeping 
should  be  minimized.  A  large  number  of  otherwise  good 
people  waste  much  valuable  time  in  unnecessary  book- 
keeping. Life  is  too  short.  The  heart  is  hungry  for  so 
many  good  things  which  we  are  likely  to  miss. 


158 


PART  THREE 
THE  CHILD-STUDY  LITERATURE 


CHAPTER  XV 

TEE  PRELIMINARY  BOOK  LIST 

Certain  very  definite  rules  of  procedure  must  be 
observed  if  the  child-study  society  is  to  meet  with  most 
commendable  success,  and  one  of  these  is  to  make  use  of 
reference  reading.  Without  a  plan  and  a  well-prepared 
program  the  society  is  almost  certain  to  dwindle  away. 
It  seems  easy  and  refreshing  at  the  first  meeting  or  two  to 
have  many  of  the  members  air  their  views  and  opinions  in 
a  rough  and  ready  manner  but  this  practice  if  kept  up 
long  grows  stale  and  ineffective.  Definite  preparation 
on  the  part  of  each  one  regularly  appointed  to  appear  on 
the  program  is  the  secret  of  success;  and  this  preparation 
is  a  comparatively  easy  task,  provided  the  right  class  of 
literature  be  available  and  the  assignment  of  topics  and 
readings  be  made  specific. 

How  to  Use  the  References 

Below  there  is  offered  a  list  of  a  dozen  titles  of  com- 
paratively inexpensive  volumes  on  child  life.  This  list  has 
been  made  out  with  unusual  care,  and  partly  with  the 
thought  of  offering  something  on  every  phase  of  general 
child  study.  In-so-far  as  is  practicable,  the  first  reference 
for  each  and  every  topic  will  be  confined  to  this  pre- 
liminary book  list.  It  is  urged  that  every  child-study 
society  of  any  considerable  size  attempt  to  obtain  these 
volumes  as  the  foundation  of  a  working  library.  Each 
member  might  agree  to  purchase  and  contribute  one 
volume.     Or,  a  small  assessment  or  collection  might  be 

161 


162  Outlines  of  Child  Study 

made  as  a  means  of  purchasing  the  books  outright.  The 
set  can  be  kept  in  the  local  library,  if  there  be  one,  or  it 
might  be  placed  in  charge  of  the  librarian  of  the  associa- 
tion. In  any  event  the  members  should  have  free  and  easy 
access  to  the  books  and  those  participating  in  the  program 
discussions  should  have  first  right  to  their  use.  The  books 
are  numbered  consecutively,  and  in  making  the  marginal 
references  the  serial  number  of  the  book  and  the  page  of 
the  volume  listed  will  be  given. 

The  Nucleus  of  a  Library 

1.  Youth.  G.  Stanley  Hall.  370  pp.  D.  Appleton  & 
Co.,  New  York. 

This  volume  is  recognized  as  a  standard  in  its  field,  and 
its  author  is  the  acknowledged  pioneer  student  of  child 
life  in  America.  The  book  emphasizes  genesis  and  growth. 
It  is  an  epitome  of  Dr.  Hall's  larger  work  entitled  Adoles- 
cence. The  chapters  on  "Faults,  Lies  and  Crimes,"  "The 
Growth  of  Social  Ideals,"  and  "Intellectual  Education  and 
School  Work"  are  especially  illuminating. 

2.  The  Care  and  Feeding  of  Children.  L.  Emmett 
Holt,  M.  D.     195  pp.    D.  Appleton  &  Co.,  New  York. 

This  little  volume  is  regarded  as  an  authority  by 
physicians  and  practically  all  others  who  are  serious 
students  of  the  physical  problems  of  infancy.  Complete 
dietaries  and  household  prescriptions  are  among  its  virtues. 
The  mother  who  takes  care  of  her  own  child,  the  nursery 
maid,  the  trained  nurse,  the  prescribing  physician  and  the 
careful  student  of  childhood,  will  all  obtain  helpful  service 
from  this  handbook. 

3.  The  Psychology  of  Child  Development.  Irving  King. 
265  pp.    The  University  of  Chicago  Press,  Chicago. 

A  fundamental  treatise  embodying,  as  the  author 
acknowledges,  the  profound  and  scientific  doctrines  of 


The  Preliminary  Book  List  163 

Dr.  John  Dewey.  It  presents  a  study  of  child  life  from  the 
standpoint  of  growth  and  function.  An  epitome  of  this 
valuable  text,  as  well  as  something  of  its  point  of  view,  is 
found  on  page  xvii  of  Dr.  Dewey's  introduction. 

4.  Moral  Education.  Edward  Howard  Griggs.  352  pp. 
B.  W.  Huebsch,  New  York. 

This  volume  by  a  well-known  author  and  lecturer  offers 
a  sound  and  sane  treatment  upon  practically  all  the  moral 
problems  of  childhood  and  youth.  A  quotation  from  the 
preface  will  serve  as  a  key  to  the  method  and  spirit  of  the 
book:  "I  have  thought  it  worth  while  to  attempt  a  study, 
as  exhaustive  as  I  could  make  it,  of  the  whole  problem  of 
moral  culture :  its  purpose  in  relation  to  our  society  and  all 
the  means  through  which  that  purpose  can  be  attained. 
My  aim  has  been  sanity  and  not  novelty." 

5.  Training  the  Boy.  Wm.  A.  McKeever.  368  pp. 
40  illustrations.    The  Macmillan  Co.,  New  York. 

This  book  embodies  what  the  author  calls  his  "whole 
life  plan,"  for  boy  training.  Every  phase  of  the  life  of 
boyhood  and  youth  is  touched  upon.  There  are  five 
distinct  parts  of  the  book,  as  follows :  I.  Industrial  Train- 
ing; II.  Social  Training;  III.  Habit  Training;  IV.  Voca- 
tional Training;  V.  Service  Training.  Part  V.  contains 
much  new  material. 

6.  Training  the  Girl.  Wm.  A.  McKeever.  342  pp. 
40  illustrations.    The  Macmillan  Co.,  New  York. 

A  companion  to  Training  the  Boy,  and  similar  in  style 
and  manner  of  treatment,  this  book  attempts  to  discuss 
some  of  the  untouched  and  more  difficult  problems  relating 
to  the  lives  of  girls  and  young  women.  The  important 
problems  relating  to  courtship,  the  choice  of  a  life  com- 
panion, the  preparation  for  motherhood,  are  treated  ex- 
plicitly. "Love  and  inspiration  must  lead  in  all  the  duties 
of  the  girl's  life." 


164  Outlines  of  Child  Study 

7.  Vocational  Education.  Snedden,  Weeks  and  Cub- 
berley.    350  pp.    Houghton,  Mifflin  Co.,  New  York. 

A  fresh  and  stimulating  treatise  by  three  well-known 
authors.  It  discusses  the  theory  of  vocational  education 
in  general  and  the  application  of  the  theory  in  the  indus- 
trial and  rural  schools.  In  the  preface  to  the  book  Dr. 
Snedden  says:  "Miss  Weeks  surveys  the  whole  field  of 
education  and  stresses  needed  enlargements  and  modifica- 
tions in  the  general  plan;  Professor  Cubberley  writes 
with  the  defects  of  current  rural  education  clearly  in  mind; 
while  the  present  writer  seeks  specific  formulations  of  the 
principles  which  reason  and  experience  seem  to  demand  as 
a  basis  for  vocational  education  as  a  distinctive  process." 

8.  Self  Training  for  Motherhood.  Sophia  Lovejoy. 
182  pp.    American  Unitarian  Association,  Boston. 

This  book  offers  a  sympathetic  discussion  of  the  voca- 
tion of  motherhood  and  contains  many  definite  and 
stimulating  suggestions  for  child  trainers.  The  volume, 
written  intimately  as  by  an  older,  experienced  friend  to  a 
young  mother,  abounds  in  delightful  suggestions  as  to  the 
best  ways  of  guiding  the  young  from  early  childhood  to 
maturer  years.  The  chapters  include  such  subjects  as 
"The  Self-Relation,"  "Physical  Training,"  "Senses, 
Emotion  and  Will,"  "Manners  and  Cheerfulness,"  "Per- 
sonal Incomes,"  "Child  Study,"  "Discipline,"  "The 
School  Relation,"  and  may  be  treated  as  material  for 
earnest  study,  or  as  a  means  of  familiar  instruction  from 
friend  to  friend. 

9.  Fundamentals  of  Child  Study.  E.  A.  Kirkpatrick. 
384  pp.    The  Macmillan  Co.,  New  York. 

Professor  Kirkpatrick's  writings  on  psychology  are 
enjoyed  by  many.  This  volume  is  a  fundamental  work  and 
will  serve  the  student  of  child  life  in  obtaining  the  right 
attitude  toward  character  development.    The  discussion  of 


The  Preliminary  Book  List  165 

instinct  as  a  force  which  prompts  conduct  and  growth,  is 
given  much  space. 

10.  Child  Nature  and  Child  Nurture.  Edward  Porter 
St.  John.    106  pp.    The  Pilgrim  Press,  Boston. 

This  is  a  handbook  of  methods  and  devices  and  it  cov- 
ers very  successfully  many  of  the  child  problems  which 
arise  in  the  home.  "The  topics  discussed  in  this  little 
book  are  all  related  to  the  training  of  young  children. 
Occasionally  suggestions  are  offered  as  to  the  application 
of  the  principles  determining  the  characters  of  children 
who  are  over  twelve  years  of  age,  but  this  is  done  chiefly 
to  guard  against  the  danger  of  misunderstanding  or  mis- 
applying the  methods  that  are  recommended  for  use  with 
those  who  are  younger." 

11.  Your  Child  Today  and  Tomorrow.  Sindonie  M. 
Greenberg.     234  pp.    J.  P.  Lippincott  Co.,  Philadelphia. 

This  book  takes  a  very  optimistic  view  of  the  ill-conduct 
of  children.  It  emphasizes  training  through  self-activity 
and  also  the  value  of  work  and  play.  Says  the  au- 
thor: "It  has  been  my  chief  aim  to  show  that  a 
proper  understanding  of  and  sympathy  with  the  various 
stages  through  which  the  child  normally  passes  will  do 
much  toward  making  not  only  the  child  happier,  but  the 
task  of  the  parents  pleasanter.  I  am  convinced  that  our 
failure  to  understand  the  workings  of  the  child's  mind 
is  responsible  for  much  of  the  friction  between  parents 
and  children.  We  cannot  expect  the  children,  with  their 
limited  experience  and  their  undeveloped  intellect,  to 
understand  us;  if  we  are  to  have  harmony,  intimacy  and 
co-operation,  these  must  come  through  the  parents' 
successful  efforts  at  understanding  the  children." 

12.  Civics  and  Health.  Wm.  H.  Allen.  411  pp.  Ginn 
&  Co.,  Boston. 

This  book  contains  a  large  fund  of  information  and  data 


166  Outlines  of  Child  Study 

for  guidance  in  dealing  with  the  problems  of  health  and 
sanitation  in  the  school  and  the  home.  In  the  preface, 
Dr.  William  T.  Sedgwick  says:  "There  is  a  physical  basis 
of  life  and  of  health;  and  any  one  who  will  take  the  trouble 
to  read  even  the  table  of  contents  of  this  book  will  see 
that  for  Dr.  Allen  prevention  is  a  text  and  the  making 
of  sound  citizens  a  sermon.  ...  No  one  can  read  this 
volume,  or  even  its  chapter  headings,  without  surprise  and 
rejoicing:  surprise,  that  the  physical  basis  of  effective 
citizenship  has  hitherto  been  so  utterly  neglected  in 
America;  rejoicing,  that  so  much  in  the  way  of  the  preven- 
tion of  incapacity  and  unhappiness  can  be  so  easily  done, 
and  is  actually  beginning  to  be  done." 

13.  The  Child  Welfare  Magazine.  Monthly,  official 
organ  of  the  National  Congress  of  Mothers. 

This  magazine  contains  each  month  several  articles  by 
writers  of  authority.  It  will  serve  the  purpose  of  a  guide 
and  an  incentive  to  better  work  on  the  part  of  club  mem- 
bers. 

14.  The  Home  Training  Bulletins.  Wm.  A.  McKeever. 
Each  a  16  page  pamphlet.  20c  per  set,  $1.00  per  hundred. 
Published  by  the  author,  Lawrence,  Kansas,  as  follows: 

No.  1.  The  Cigarette  Smoking  Boy. 

No.  2.  Teaching  the  Boy  to  Save. 

No.  3.  Training  the  Girl  to  Help  in  the  Home. 

No.  4.  Assisting  the  Boy  in  the  Choice  of  a  Vocation. 

No.  5.  A  Better  Crop  of  Boys  and  Girls. 

No.  6.  Training  the  Boy  to  Work. 

No.  7.  Teaching  the  Girl  to  Save. 

No.  8.  Instructing  the  Young  in  Regard  to  Sex. 

No.  9.  The  Boy's  Vacation  Employment. 

No.  10.  Teaching  Children  to  Play  (in  preparation). 

15.  Health  Bulletins.  Various  authors  and  sources. 
Free  bulletins  on  child  health  and  sanitation  and  on  the 


The  Preliminary  Book  List  167 

care  and  feeding  of  infants  are  now  published  by  many  of 
the  state  boards  of  health  and  other  institutions.  Kansas, 
Minnesota,  New  York,  and  California  are  notable  among 
the  number.  References  to  these  are  given  in  the  text  as 
specifically  as  possible. 

16.  Publications  of  the  Playground  and  Recreation 
Associations  of  America.  Mostly  five  and  ten  cent  pam- 
phlets. New  York  City.  The  marginal  references  to 
these   valuable  pamphlets  are  given  by  serial  number. 

17.  Bulletins  of  the  United  States  Children's  Bureau. 
The  usual  price  is  five  or  ten  cents.  Department  of  Labor, 
Washington,  D.  C.  A  list  of  topics  should  be  secured  and 
kept  on  file. 

18.  Bulletins  of  the  Russell  Sage  Foundation.  Several 
free  and  inexpensive  pamphlets  touching  the  problems  of 
play,  recreation  and  sociability  of  children.  Write  for 
titles  and  information. 


CHAPTER  XVI 
THE  LARGER  BOOK  SHELF 

In  many  instances  the  child-study  club  will  find  it 
practicable  to  obtain  a  more  extensive  library  than  was 
recommended  in  the  preceding  chapter,  although  the 
first  set  of  selected  books  and  numerous  pamphlets  was 
made  the  basis  of  nearly  all  the  first  marginal  references. 
Additional  citations  will  make  use  of  the  volumes  listed  in 
the  present  chapter.  Again,  the  attempt  has  been  to 
select  a  wide  variety  of  books  and  to  spread  the  discussion 
over  the  entire  field  of  child  welfare  and  training.  There 
are  many  other  valuable  volumes  which  might  have  been 
included  here  but  it  was  found  advisable  to  list  these  in  a 
chapter  to  follow. 

The  child-study  club  which  is  so  fortunate  as  to  possess 
these  two  dozen  volumes  and  the  many  pamphlets  listed 
with  them,  will  be  in  a  position  to  continue  its  meetings 
indefinitely  and  to  achieve  many  worthy  things  in  behalf 
of  its  members  and  the  children  with  whom  its  members 
are  associated.  It  may  confidently  be  expected  that  those 
who  stay  with  the  course  and  perform  their  part  faithfully 
will  acquire  a  deep  and  inspiring  interest  in  the  affairs  of 
the  children,  and  will  thus  prolong  and  beautify  their 
own  lives. 

A  Second  Selected  List 

19.  Home,  School  and  Vacation.  Annie  W.  Allen. 
212  pp.    Houghton,  Mifflin  Co.,  Boston. 

168 


The  Larger  Book  Shelf  169 

Miss  Allen  presents  in  this  volume  a  sympathetic  and 
helpful  discussion  of  many  of  the  problems  which  naturally 
arise  in  the  minds  of  parents  and  teachers. 

20.  A  Study  of  Child-Nature.  Elizabeth  Harrison. 
207  pp.     The  Chicago  Kindergarten   College,   Chicago. 

Miss  Harrison  has  put  her  personality  into  this  text. 
It  is  marked  by  deep  sympathy  and  insight  and  takes  for 
its  guide  the  principles  laid  down  by  Froebel.  The  kin- 
dergarten work  is  the  principal  theme. 

21.  We  and  Our  Children.  Woods  Hutchinson.  371pp. 
Doubleday,  Page  &  Co.,  New  York. 

Dr.  Hutchinson  presents  in  this  volume  suggestions  and 
devices  for  the  physical  care  and  training  of  small  children. 
The  book  is  clear  and  optimistic  throughout. 

22.  Vocational  Guidance.  J.  A.  Puffer.  306  pp. 
Rand,  McNally  &  Co.,  Chicago. 

The  author  of  this  volume  is  one  of  the  ablest  and  best 
known  students  of  boy  life.  He  presents  here  a  large 
fund  of  facts  and  methods.  The  members  of  the  child- 
study  club  will  find  in  this  book  a  large  amount  of  material 
for  use  at  the  meetings. 

23.  Farm  Boys  and  Girls.  Wm.  A.  McKeever.  326  pp. 
The  Macmillan  Co.,  New  York. 

This  volume  aims  to  offer  a  complete  fund  of  methods 
and  details  for  dealing  with  the  problems  of  country  boys 
and  girls,  and  in  so  doing  it  naturally  furnishes  a  treat- 
ment of  many  of  the  general  problems  of  childhood  and 
youth. 

24.  What  Shall  We  Do  Now?  Dorothy  Canfield.  419 
pp.    Frederick  A.  Stokes  Co.,  New  York. 

This  book  is  a  large  compendium  of  games,  devices, 
descriptions  and  discussions  of  play.  A  reading  list  and  a 
discussion  of  the  various  pets  suitable  for  children  are 
included  within  the  text. 


170  Outlines  of  Child  Study 

25.  Nature  Study  and  Life.  Clifton  F.  Hodge.  495  pp. 
Ginn  &  Co.,  Boston. 

Dr.  Hodge  has  included  within  this  volume  a  presenta- 
tion of  the  entire  scope  of  nature  study  in  so  far  as  it 
affects  the  interests  of  children.  The  point  of  view  is 
life  itself  and  the  text  is  readable  and  inspiring.  The 
members  of  the  club  will  find  it  a  valuable  book. 

26.  The  Progress  of  Eugenics.  Dr.  C.  W.  Saleeby. 
255  pp.    Funk  &  Wagnalls  Co.,  New  York. 

In  1909,  Dr.  Saleeby,  under  the  title  Parenthood  and 
Race  Culture,  told  the  story  of  the  eugenic  movement  up 
to  a  recent  date.  He  now  reviews  its  progress  during  the 
past  five  years,  showing  incidentally  how  greatly  its  con- 
ceptions have  been  modified  by  Mendelism.  He  also 
deals  many  a  shrewd  blow  at  the  open  opponents  of 
eugenics.  But  he  protests  quite  as  vigorously  against 
those  who  seek  to  identify  the  science  with  theories  which 
he  regards  as  brutal  in  spirit,  immoral  in  principle,  and 
impossible  in  practice.  Every  aspect  of  the  subject  is  in 
turn  dealt  with  in  the  animated  style  which  is  always  at 
Dr.  Saleeby 's  service. 

27.  The  Coming  Generation.  Wm.  B.  Forbush.  340  pp. 
D.  Appleton  &  Co.,  New  York. 

Dr.  Forbush  presents  in  this  text  a  wide  series  of  child- 
study  discussions.  His  point  of  view  is  that  of  the  sane 
and  progressive  clergyman  who  has  added  to  his  already 
rich  store  of  knowledge  by  means  of  an  intensive  study 
of  child  life.  The  subjects  of  parenthood  and  eugenics 
occupy  conspicuous  places  in  the  book. 

28.  Learning  and  Doing.  Edgar  J.  Swift.  245  pp.  The 
Bobbs-Merrill  Co.,  Indianapolis. 

Professor  Swift  here  treats  the  child  problems  from  the 
point  of  view  of  a  well-trained  scientific  student.  His 
familiarity  with  the  most  modern  methods  and  devices  of 


The  Larger  Book  Shelf  171 

education  makes  this  work  a  valuable  one.  Functional 
psychology  applied  to  teaching  and  training  is  his  char- 
acteristic method. 

29.  The  Development  of  the  Child.  Nathan  Oppen- 
heim.    292  pp.    The  Macmillan  Co.,  New  York. 

The  author  of  this  book  shows  a  familiarity  with  all  the 
phases  of  child  development,  but  he  writes  from  the  point 
of  view  of  the  layman  and  practical  man  of  affairs.  He  is 
specially  interested  in  the  problems  of  heredity  and  race 
breeding. 

30.  That  Boy  of  Yours.  James  S.  Kirtley.  250  pp. 
George  H.  Doran  Co.,  New  York. 

Some  of  the  virtues  of  this  book  are  its  happy  style  of 
treatment  and  its  optimism.  It  discusses  all  the  familiar 
experiences  of  childhood  and  youth  and  offers  many  useful 
suggestions,  such  as  can  be  followed  by  ordinary  busy 
parents. 

31.  Various  free  or  inexpensive  pamphlets  may  be 
obtained  from  the  following  national  organizations : 

A.  The  United  States  Bureau  of  Education.  Free  or 
inexpensive  pamphlets  on  many  educational  topics. 
Washington,  D.  C. 

B.  The  National  Child  Labor  Committee,  105  East 
22d  St.,  New  York. 

C.  The  American  Association  for  Study  and  Prevention 
of  Infant  Mortality,  1211  Cathedral  St.,  Baltimore. 

D.  The  American  School  Hygiene  Association,  College 
of  the  City  of  New  York,  New  York. 

E.  The  National  Committee  for  Mental  Hygiene,  50 
Union  Square,  New  York  City. 

F.  The  Society  of  Sanitary  and  Moral  Prophylaxis, 
Tilden  Bldg.,  105  W.  40th  St.,  New  York. 

G.  The  American  Social  Hygiene  Association  (Inc.), 
105  W.  40th  St.,  New  York. 


172  Outlines  of  Child  Study 

H.  The  National  Society  for  the  Promotion  of  Indus- 
trial Education.  Room  415,  105  East  22d  St.,  New  York 
City. 

I.  The  National  Consumers  League,  106  East  19th  St., 
New  York. 

J.  The  National  Board,  Y.  W.  C.  A.,  600  Lexington 
Ave.,  New  York. 

K.  The  American  Home  Economics  Association  for 
Home,  Institution,  and  School,  Roland  Park,  Baltimore, 
Md. 

32.  American  Motherhood,  Monthly.  $1.00  per  year, 
Cooperstown,  New  York. 


CHAPTER  XVII 
THE  GENERAL  FIELD  OF  LITERATURE 

For  the  sake  of  those  who  may  be  fortunate  enough  to 
have  access  to  the  larger  libraries  there  is  offered  herewith 
a  considerable  list  of  valuable  books  on  child  welfare. 
Frequent  reference  is  made  to  these  volumes  in  the  topical 
outlines  for  the  program;  but  these  are  usually  given  after 
such  a  use  has  been  made  of  some  volume  in  one  or  the 
other  of  the  two  lists  given  in  chapters  XV  and  XVI. 

It  is  a  commendable  thing  for  the  members  of  the  child- 
study  club  to  acquire  a  small  library  of  their  own.  This 
larger  list  will  offer  a  wide  range  of  titles  in  service  of  that 
purpose.  Sometimes  the  title  of  the  book  is  misleading 
as  to  its  contents,  even  though  the  subject  matter  may  not 
be  of  an  inferior  nature.  By  writing  to  the  publishers  the 
member  may  secure  a  circular  or  a  specimen  copy  of  the 
table  of  contents  of  the  book  desired,  and  thus  determine 
whether  or  not  it  will  be  suitable  for  the  intended  use. 

The  General  List  of  References 

33.  Education  for  Social  Efficiency.  Irving  King. 
310  pp.    D.  Appleton  &  Co.,  New  York. 

34.  Human  Behavior.  Stephen  S.  Colvin.  325  pp. 
The  Macmillan  Co.,  New  York. 

35.  Rural  Improvement.  Frank  A.  Waugh.  259  pp. 
Orange  Judd  Co.,  New  York. 

36.  The  Child's  Religious  Life.  Rev.  Wm.  G.  Koons. 
264  pp.    Eaton  &  Mains,  New  York. 

173 


174  Outlines  of  Child  Study 

37.  Play  and  Recreation.  Henry  S.  Curtis.  259  pp. 
Ginn  &  Co.,  Boston. 

38.  The  Home-Made  Kindergarten.  Nora  Archibald 
Smith.    117  pp.    Houghton,  Mifflin  Co.,  Boston. 

39.  Psychology  as  Applied  to  Education.  P.  M. 
Magnusson.     338  pp.     Silver,  Burdett  &  Co.,  Boston. 

40.  Health  and  the  School.  Frances  W.  Burks,  and 
Jesse  D.  Burks.  366  pp.  D.  Appleton  &  Co.,  New 
York. 

41.  Short  Talks  with  Young  Mothers.  Chas.  G.  Kerley. 
327  pp.    G.  P.  Putnam's  Sons,  New  York. 

42.  Games  for  the  Playground,  Home,  and  School. 
Jessie  H.  Bancroft.  454  pp.  The  Macmillan  Co.,  New 
York. 

43.  Home  Problems  from  a  New  Standpoint.  Caroline 
L.  Hunt.    145  pp.    Whitcomb  &  Barrows,  Boston. 

44.  Misunderstood  Children.  Elizabeth  Harrison.  168 
pp.    Central  Publishing  Co.,  Chicago. 

45.  Kindergarten  and  Home.  V.  M.  Hillyer.  152  pp. 
Baker,  Taylor  Co.,  N.  Y. 

46.  Children's  Rights.  Kate  Douglas  Wiggin.  235  pp. 
Houghton,  Mifflin  Co.,  Boston. 

47.  Growth  and  Education.  John  Mason  Tyler.  270 
pp.    Houghton,  Mifflin  Co.,  New  York. 

48.  Some  Silent  Teachers.  Elizabeth  Harrison.  187  pp. 
The  Sigma  Publishing  Co.,  Chicago. 

49.  Stories  and  Story  Telling.  Edward  P.  St.  John. 
100  pp.    The  Pilgrim  Press,  Chicago. 

50.  The  Century  of  the  Child.  Ellen  Key.  339  pp. 
G.  P.  Putnam's  Sons,  N.  Y. 

51.  The  Modern  Mother.  Dr.  H.  Lang  Gordon.  270 
pp.    R.  F.  Fenno  &  Co.,  N.  Y. 

52.  Beginnings  of  Industrial  Education.  Paul  H. 
Hanus.     199  pp.    Houghton,  Mifflin  Co.,  Boston. 


The  General  Field  of  Literature  175 

53.  The  Spiritual  Life.  Geo.  A.  Coe.  276  pp.  Eaton 
&  Mains,  New  York. 

54.  Child,  Home  and  School.  Delia  T.  Lutes.  Arthur 
H.  Crist  Co.,  Cooperstown,  New  York. 

55.  The  Home  School.  Ada  Wilson  Trowbridge.  95  pp 
Houghton,  Mifflin  Co.,  New  York. 

56.  Ethics  for  Children.  Ella  Lyman  Cabot.  254  pp 
Houghton,  Mifflin  Co.,  New  York. 

57.  Happy  School  Days.  Margaret  E.  Sangster 
271  pp.    Forbes  &  Co.,  Chicago. 

58.  Girl  and  Woman.  Caroline  W.  Latimer.  318  pp 
D.  Appleton  &  Co.,  New  York. 

59.  Girls  and  Education.  L.  B.  R.  Briggs.  162  pp 
Houghton,  Mifflin  Co.,  New  York. 

60.  Boys,  Girls  and  Manners.  Florence  Howe  Hall 
323  pp.    Dana,  Estes  &  Co.,  Boston. 

61.  Talks  to  Women  on  Essentials  to  Success  in  the 
Business  World.  Cora  Ball  Frazier.  116  pp.  Palmer- 
Goodman  Co.,  Philadelphia. 

62.  A  Guide  to  the  Montessori  Method.  Ellen  Yale 
Stevens.  240  pp.  Frederick  A.  Stokes  Co.,  New 
York. 

63.  A  Montessori  Mother.  Dorothy  Canfield  Fisher. 
237  pp.    Henry  Holt  &  Co.,  New  York. 

64.  The  Montessori  Method  and  the  American  School. 
Florence  E.  Ward.  235  pp.  The  Macmillan  Co.,  New 
York. 

65.  The  Montessori  Method.  Maria  Montessori. 
377  pp.    Frederick  A.  Stokes  Co.,  New  York. 

66.  Girl  Scouts  of  America.  Booklet  25  cents.  Evening 
Post,  Gary,  Ind. 

67.  Camp-fire  Girls.     Geo.  H.  Doran  Co.,  New  York. 

68.  Vacation    Camping   for    Girls.     Jeannette   Marks. 
pp.    D.  Appleton  &  Co.,  New  York. 


176  Outlines  of  Child  Study 

69.  Psychology  and  Industrial  Efficiency.  Hugo  Miins- 
terburg.    321  pp.    Houghton,  Mifflin  Co.,  Boston. 

70.  Newer  Ideals  of  Peace.  Jane  Addams.  238  pp. 
The  Macmillan  Co.,  New  York. 

71.  Work  and  Life.  Ira  W.  Howerth.  269  pp.  Sturgis 
&  Walton  Co.,  New  York. 

72.  Vocations  for  Girls.  E.  W.  Weaver.  200  pp.  A.  S. 
Barnes  Co.,  New  York. 

73.  Marriage  and  the  Sex  Problem.  F.  W.  Forester. 
225  pp.    Frederick  A.  Stokes  Co.,  New  York. 

74.  The  Unfoldment  of  Personality.  H.  Thiselton 
Mark.  219  pp.  The  University  of  Chicago  Press,  Chi- 
cago. 

75.  Democracy  and  Social  Ethics.  Jane  Addams. 
277  pp.    The  Macmillan  Co.,  New  York. 

76.  Kindergarten  Principles  and  Practices.  Kate 
Douglas  Wiggin  and  Nora  Archibald  Smith.  205  pp. 
Houghton,  Mifflin  Co.,  New  York. 

77.  On  the  Training  of  Parents.  Ernest  H.  Abbott. 
141  pp.    Houghton,  Mifflin  Co.,  New  York. 

78.  The  American  Idea.  Lydia  K.  Commander. 
311pp.    A.  S.  Barnes  &  Co.,  New  York. 

80.  The  Child  and  His  Religion.  Geo.  E.  Dawson. 
120  pp.    The  University  of  Chicago  Press,  Chicago. 

81.  Hand-work  in  the  Sunday  School.  Milton  S. 
Littlefield.  157  pp.  The  Sunday  School  Times  Co., 
Philadelphia. 

82.  The  Girl  in  Her  Teens.  Margaret  Slattery.  127  pp. 
The  Pilgrims'  Press,  Boston. 

83.  Spiritual  Culture  and  Social  Service.  Chas.  S. 
McFarland.  222  pp.  Fleming  H.  Revell  Co.,  New 
York. 

84.  Ethical  and  Moral  Instruction  in  the  Schools. 
Geo.  H.  Palmer.    Houghton,  Mifflin  Co.,  New  York. 


The  General  Field  of  Literature  177 

85.  Helps  for  Ambitious  Girls.  Wm.  Drysdale.  505  pp 
Thomas  Y.  Crowell  &  Co.,  New  York. 

86.  The  People's  School.  Ruth  Mary  Weeks.  194  pp 
Houghton,  Mifflin  Co.,  New  York. 

87.  Parenthood  and  Race  Culture.  Caleb  Wm.  Saleeby 
Moffat,  Yard  &  Co.,  New  York. 

88.  Women  in  Industry.  Edith  Abbott.  390  pp 
D.  Appleton  &  Co.,  New  York. 

89.  Opportunities  for  Vocational  Training.  300  pp 
Published  by  Woman's  Municipal  League,  Boston. 

90.  The  Problem  of  Vocational  Education.  David 
Snedden.    Houghton,  Mifflin  Co.,  New  York. 

91.  Health  and  Happiness.  Eliza  M.  Mosher.  203  pp. 
Funk  &  Wagnalls  Co.,  New  York. 

92.  The  Book  of  Children's  Parties.  Mary  and  Sara 
White.    174  pp.    The  Century  Co.,  New  York. 

93.  Handbook  of  Dress  and  Childhood.  American 
School  of  Home  Economics,  Chicago. 

94.  The  Business  of  Being  a  Woman.  Ida  M.  Tarbell. 
242  pp.    The  Macmillan  Co.,  New  York. 

95.  Making  the  Best  of  Our  Children.  Mary  Wood- 
Allen.    253  pp.    A.  C.  McClurg  &  Co.,  Chicago. 

96.  Woman  in  Girlhood,  Wifehood,  and  Motherhood. 
Dr.  Solis-Cohen.  418  pp.  The  John  C.  Winston  Co., 
Chicago. 

97.  Physical  Nature  of  the  Child.  Stuart  H.  Rowe. 
187  pp.    Macmillan  Co.,  New  York. 

98.  The  Place  of  Industries  in  Elementary  Education. 
Katharine  Elizabeth  Dopp.  260  pp.  University  of 
Chicago  Press,  Chicago. 

99.  Story  Telling.  What  to  Tell  and  How  to  Tell  it. 
Edna  Lyman.    225  pp.    A.  C.  McClurg  &  Co.,  Chicago. 

100.  Neighborhood  Entertainments.  Renee  B.  Stern. 
288  pp.    Sturgis  &  Walton  Co.,  Chicago. 


178  Outlines  of  Child  Study 

101.  Mind  and  Work.  Luther  H.  Gulick.  201  pp. 
Doubleday,  Page  &  Co.,  New  York. 

102.  Human  Efficiency.  Horatio  Dresser,  383  pp. 
G.  P.  Putnam's  Sons,  New  York. 

103.  Progress  in  the  Household.  Lucy  Maynard  Sal- 
mon.   198  pp.    Houghton,  Mifflin  Co.,  New  York. 

104.  Moral  Instruction  of  Children.  Felix  Adler. 
270  pp.    D.  Appleton  &  Co.,  New  York. 

105.  Suggestions  for  Handwork  in  School  and  Home. 
Jane  L.  Hoxie.  222  pp.  Milton  Bradley  Co.,  Springfield, 
Mass. 

106.  Messages  to  Mothers.  Herman  Partsch.  165  pp. 
Paul  Elder  &  Co.,  New  York. 

107.  The  Delinquent  Child  and  the  Home.  Sophonisba 
P.  Breckinridge  and  Edith  Abbott.  250  pp.  The  Survey 
Associates,  New  York. 

108.  Stories  to  Tell.  Julia  Darrow  Cowles.  124  pp. 
A.  Flanagan  Co.,  Chicago. 

109.  Love  and  Law  in  Child  Training.  Emilie  Poulsson. 
235  pp.    Milton  Bradley  Co.,  Springfield,  Mass. 

110.  A  Mother's  Ideals.  Andrea  Hofer  Proudfoot. 
282  pp.    A.  Flanagan  Co.,  Chicago. 

111.  An  Introduction  to  Child  Study.  W.  B.  Drum- 
mond.     348  pp.     Longmans,  Green  &  Co.,  New  York. 

112.  The  Child.  A  Study  in  the  Evolution  of  Man. 
A.  F.  Chamberlain.  495  pp.  Chas.  Scribner's  Sons, 
New  York. 

113.  Increasing  Home  Efficiency.  Martha  B.  and 
Robert  W.  Bruere.  318  pp.  Macmillan  Co.,  New 
York. 

114.  Fireside  Child  Study.  Patterson  Du  Bois.  159  pp. 
Dodd,  Mead  &  Co.,  New  York. 

115.  The  Education  of  Women.  Marian  Talbot.  252 
pp.    University  of  Chicago  Press,  Chicago. 


The  General  Field  of  Literature  179 

116.  Psychology    of     Childhood.       Frederick    Tracy 
216  pp.    D.  C.  Heath  &  Co.,  Boston. 

117.  Childhood.     Mrs.  Theodore  W.  Birney.     254  pp 
Frederick  A.  Stokes  &  Co.,  New  York. 

118.  Psychology  and  Higher  Life.    Wm.  A.  McKeever 
250  pp.    A.  Flanagan  Co.,  Chicago. 

119.  Psychologic     Method    of    Teaching.       Wm.     A 
McKeever.    350  pp.    A.  Flanagan  Co.,  Chicago. 

120.  Vocational  Education.    John  M.  Gillette.    296  pp 
American  Book  Co.,  New  York. 

121.  The  School  in  the  Home.    A.  A.  Beerle.    210  pp 
Moffat,  Yard  &  Co.,  New  York. 

122.  Social    Development    and    Education.      M.    V 
O'Shea.    550  pp.    Houghton,  Mifflin  Co.,  Boston. 

123.  Study  of  Child  Life.  Marian  Foster  Washburne 
177  pp.    American  School  of  Home  Economics,  Chicago 

124.  The  Spirit  of  Youth  and  the  City  Streets.  Jane 
Addams.      162   pp.     The   Macmillan   Co.,   New   York 

125.  True  Motherhood.  James  C.  Fernald.  112  pp 
Funk  &  Wagnalls  Co.,  New  York. 

126.  The  Care  of  the  Child  in  Health.  Nathan  Oppen- 
heim.     300  pp.     The  Macmillan  Company,  New  York. 

127.  Marching  Manward.  Frank  Orman  Beck.  191pp. 
Eaton  &  Mains,  New  York. 

128.  Boy  Training.  Edited  by  John  L.  Alexander. 
198  pp.    Association  Press,  New  York. 

129.  Moral  Training  in  the  School  and  Home.  E. 
Hershey  Sneath  and  Geo.  Hodges.  217  pp.  The  Mac- 
millan Co.,  New  York. 

130.  Self  Mastery  of  Men  and  Nations.  Albion  E. 
Smith.     Methodist  Book  Concern,  Cincinnati. 

131.  Vocations  for  Girls.  Mary  A.  Laselle  and  Kath- 
erine  E.  Wiley.    132  pp.    Houghton,  Mifflin  Co.,  Boston. 

132.  The  Rural  School,  Its  Methods  and  Management. 


180  Outlines  of  Child  Study 

Horace  M.  Cutler  and  Julia  M.  Stone.    364  pp.    Silver, 
Burdett  &  Co.,  Boston. 

133.  Child  Problems.  Geo.  B.  Mangold.  374  pp.  The 
Macmillan  Co.,  New  York. 

134.  Guide  to  Sex  Instruction.  T.  W.  Shannon.  265 
pp.    The  S.  A.  Mullikin  Co.,  Marietta,  Ohio. 

135.  Better  Babies  and  Their  Care.  Anna  S.  Richard- 
son.   237  pp.    Frederick  A.  Stokes  Co.,  New  York. 

136.  From  Youth  into  Manhood.  Winfield  S.  Hall. 
105  pp.  Young  Men's  Christian  Association  Press,  New 
York. 

137.  Moral  Principles  in  Education.  John  Dewey. 
58  pp.    Houghton,  Mifflin  Co.,  Boston. 

138.  Studies  in  Child  Development.  Julia  C.  Hallam. 
281  pp.    Row,  Peterson  &  Co.,  Chicago. 

139.  Educational  Resources  of  Village  and  Rural 
Communities.  Joseph  K.  Hart.  274  pp.  The  Macmillan 
Co.,  New  York. 

140.  The  New  Housekeeping.  Christine  Frederick. 
256  pp.    Doubleday,  Page  &  Co.,  New  York. 

141.  The  Pupil  and  the  Teacher.  Luther  A.  Weigle. 
217  pp.    Geo.  H.  Doran  Co.,  N.  Y. 

142.  The  Teens  and  the  Rural  Sunday  School.  John  L. 
Alexander.    148  pp.    Association  Press,  New  York. 

143.  The  Sunday  Kindergarten.  Carrie  S.  Ferris. 
270  pp.     The  University  of  Chicago  Press,  Chicago,  111. 

144.  Some  Great  Stories  and  How  to  Tell  Them. 
Richard  T.  Wyche.  178  pp.  Newson  &  Co.,  New 
York. 

145.  Women's  Health  and  How  to  Take  Care  of  it. 
Florence  Stackpoole.  158  pp.  William  R.  Jenkins  Co., 
New  York. 

146.  Woman  and  Social  Progress.  Scott  Nearing  and 
Nellie  Nearing.    280  pp.    The  Macmillan  Co.,  New  York. 


The  General  Field  of  Literature  181 

147.  Folk  Festivals.  Mary  M.  Needham.  238  pp. 
B.  W.  Huebsch,  New  York. 

148.  Personal  Hygiene  and  Physical  Training  for 
Women.  Anna  M.  Galbraith.  352  pp.  W.  B.  Saunders 
Co.,  Philadelphia. 

149.  Psychology,  General  and  Applied.  Hugo  Miins- 
terberg.    470  pp.     D.  Appleton  &  Co.,  New  York. 

150.  Parents  and  Their  Problems.  Mary  Harmon 
Weeks  and  Others.  Eight  volumes.  300  pp.  each. 
National  Congress  of  Mothers,  Washington,  D.  C. 

151.  Young  Folks'  Hand  Book  and  many  other  Publica- 
tions. Wm.  B.  Forbush,  Editor.  The  American  Institute 
of  Child  Life,  Philadelphia. 

152.  The  Woman  Citizen's  Library.  Shailer  Mathews, 
Editor.  Twelve  volumes,  250  pp.  each.  The  Civics 
Society,  Chicago. 

153.  Foundation  Stones.  Estelle  Avery  Sharpe.  Three 
volumes,  360  pp.  each.  The  Howard-Severance  Co., 
Chicago. 

154.  The  Uplift  Book  of  Child  Culture.  O.  W.  Marden, 
Ben  Lindsey,  E.  W.  Weaver  and  Others.  425  pp.  Uplift 
Publishing  Co.,  Philadelphia. 

155.  The  Bible  for  Home  and  School.  Shailer  Mathews, 
Editor.  Twelve  volumes,  215  pp.  each.  The  Macmillan 
Co.,  New  York. 

156.  Boys'  and  Girls'  Bookshelf.  Ten  volumes,  each 
400  pp.  More  than  100  contributors.  The  University 
Society,  New  York. 


T 


HE  following  pages  contain  advertisements 
of  Macmillan  books  by  the  same  author 


BY  THE  SAME  AUTHOR 


The  Industrial  Training  of  the  Girl 

By  WILLIAM  A.  McKEEVER 

Decorated  cloth,  12mo,  illustrated,  50  cents  net;  postage  extra 

"Ordinary  work  and  industry  are  the  foundation  stones  of 
well-poised  womanhood."  With  this  statement  as  his  starting 
point,  Dr.  McKeever  discusses  the  training  of  the  girl  from  kinder- 
garten to  college.  His  purpose  is  to  construct  a  plan  for  the  ideal 
career  of  woman,  whether  that  career  is  to  be  followed  in  the  home 
or  in  the  world  of  business.  As  in  his  previous  volumes,  there 
is  in  this  book  a  wealth  of  practical  information  expressed  in 
concise  and  usable  form.  Among  the  topics  discussed  are: — The 
Small  Beginnings — The  Kindergarten  Training — Attending  the 
Public  School — Home  and  School  Co-operation — The  High- 
School  Girl — Sending  the  Daughter  to  College. 

Industrial  Training  of  the  Boy 

Decorated  cloth,  12mo,  illustrated,  50  cents  net;  postage  extra 

"Parents  will  find  here  many  excellent  suggestions  for  the  ap- 
portionment of  the  work  and  play  of  children  of  all  ages  and  for 
the  kinds  of  work  to  be  used  for  the  individual  training  of  boys 
of  different  temperaments." — Congregationalist. 

"On  every  page  the  author  proves  himself  master  of  his  sub- 
ject.' ' — Watchman-Examiner. 

"It  discusses  frankly,  courageously,  and  wisely  the  whole  sub- 
ject of  efficiency  in  fitting  boys  for  efficiency  in  the  life  they  may 
lead  if  at  their  best." — Journal  of  Education,  Boston. 

"A  timely  and  thoroughly  pedagogical  and  scientific  work.  .  .  . 
Sound  wisdom,  born  of  ripe  and  serious  experience  ...  is  in- 
valuable . " — Churchman . 

"It  will  help  you  to  work  out  a  great  many  things  and  prob- 
lems that  you  now  find  yourself  up  against  in  regard  to  your 
boys." — Ohio  Farmer. 


THE   MACMILLAN   COMPANY 

Publishers       64-66  Fifth  Avenue      New  York 


Training  the  Girl 


WILLIAM  A.  McKEEVER 

Professor  of  Child  Welfare  in  the  University  of  Kansas ;  Professor 
of  Philosophy,  Kansas  State  Agricultural  College,  1900-1913 

Decorated  cloth,  i2mo,  illustrated,  $1.50  net ;  postage  extra 

This  volume  is  the  third  in  a  series  illustrating  the  author's  "  whole- 
life  plan  "  of  child  training.  Here  Dr.  McKeever  provides  a  whole- 
some, practical,  and  inspiring  treatise,  touching  every  phase  of  the 
growing  girl's  life.  From  beginning  to  end  it  is  rich  in  methods,  de- 
vices, materials,  and  suggestions  such  as  can  be  used  by  any  parent  or 
teacher.  The  author's  varied  experience  as  student  and  teacher  of  psy- 
chology, as  public  lecturer  and  writer  in  the  entire  field  of  childhood, 
and  as  an  enthusiastic  believer  in  the  latest  possibilities  of  the  common 
child,  are  all  clearly  reflected  in  the  work.  Among  the  heads  in  the 
table  of  contents  are  the  following :  The  Kindergarten  Training,  At- 
tending the  Public  School,  Home  and  School  Cooperation,  The  High- 
School  Girl,  Sending  the  Daughter  to  College,  Teaching  the  Girl  to 
Play,  The  School  Girl's  Vacation,  The  Psychology  of  a  Girl's  Clothing, 
The  Campfire  Girls,  The  New  Vocational  Ideal,  Training  Schools  for 
Girls,  Occupations  for  Women,  Service  and  the  Source  of  Life,  The 
Early  Service  Development,  The  Girl's  Religious  Training,  Serving  the 
Common  Weal,  The  Attainment  of  Peace  and  Poise. 


"A  book  of  wide  scope,  offering  advice  designed  to  meet  every 
phase  of  a  girl's  varied  temperamental  tendencies  from  childhood  to 
womanhood.  The  author's  ideas  are  well  founded,  while  the  methods 
he  offers  are  based  on  sound  psychology,  rather  than  beautiful  but 
vague  and  indefinite  theories."  —  The   Continent. 

"  A  practical  and  inspiring  treatise  covering  every  phase  of  the 
growing  girl's  life.  From  beginning  to  end  the  book  is  rich  in  meth- 
ods, devices,  materials,  and  suggestions  such  as  can  be  used  by  any 
parent  and  teacher."  —  Philadelphia  North  American. 


THE   MACMILLAN  COMPANY 

Publishers  64-66  Fifth  Avenue  New  York 


BY  THE  SAME  AUTHOR 


Training  the  Boy 

Decorated  cloth,  j68  pp.,  40  illustrations,  $/.jo  net ;  postage  extra 

Comments  on."  Training  the  Boy  " 

"  There  is  scarcely  a  phase  of  boy  life  which  is  overlooked,  and  those  who  are 

responsible  for  boys  will  find  suggestion,  information,  and  guidance  which 

will  be  valuable."  —  Boston  Watchman. 

"  This  is  a  large,  attractive  volume,  which  goes  thoroughly  into  the  question 
of  training  boys,  the  best  way  to  do  it,  the  best  results  to  be  had  in  such  train- 
ing, and  how  to  get  these  results.  The  work  as  a  whole  is  admirable,  sym- 
pathetic, and  so  thorough  that  there  ought  not  to  be  any  doubt  as  to  its  value 
and  the  excellence  of  its  results  when  its  inculcations  are  fairly  carried  out." 
—  Salt  Lake  City  Tribune. 

"  It  has  been  said  that  Professor  McKeever  knows  more  about  American 
boys  than  any  other  '  boy  fancier '  in  the  country.  Certainly  he  demon- 
strates, at  least,  that  he  belongs  in  the  class  of  those  who  have  much  definite 
and  widely  gleaned  information  about  the  rearing  of  boys.  His  new  book 
is  crammed  with  information  about  boys  and  pictures  of  them  at  their  work 
and  play."  —  Columbus  (Ohio)  Journal. 

" '  Training  the  Boy '  is  a  book  for  all  parents.  It  may  be  described  as  an 
expert  attempt  to  apply  to  the  problem  of  making  boys  into  worthy  citizens, 
the  general  principles  of  the  famous  Montessori  method.  It  is  not  a  fine- 
spun tissue  of  theory,  but  a  practical  discussion  based  upon  common  sense 
and  wide  experience."  —  Minneapolis  (MlNN.)  Journal. 
"  The  training  of  the  boy  from  early  babyhood  through  marriage  and  father- 
hood is  exhaustively  treated  by  Mr.  McKeever  in  this  book.  Strong  com- 
mon sense  and  sympathetic  interest  with  the  small  boy  are  marked  charac- 
teristics." —  New  York  City  Club-  Woman. 

"Fathers  and  mothers  will  find  this  work  of  great  value  in  the  training  of 

their  sons,  for  from  start  to  finish  the  book  is  entirely  unprejudiced,  broad, 

sane,  and  suggestive.    It  is  practically  a  compendium  on  the  needs  of  the 

growing  boy,  from  infancy  to  manhood." —  New  Orleans  Picayune. 

"  This  is  a  crowded  book,  analyzing  the  boy  and  his  needs,  and  what  ought 

to  be  done  for  him,  marvelously  well.    To  review  this  book  would  be  simply 

to  write  it  over.     I  prefer  simply  to  say  to  my  readers :  Here  is  a  volume  of 

wit  and  wisdom  and  timeliness." —  Chicago  Unity. 

"  A  splendid,  wholesome  book  which  should  be  in  the  hands  of  every  parent. 

It  deals  in  an  intelligent,  vigorous  way  with  that  topic  of  vital  social  interest, 

the  conservation  of  manhood."  —  Cleveland  Plain  Dealer. 


THE   MACMILLAN  COMPANY 

Publishers  64-66  Fifth  Avenue  Hew  York 


BY  THE  SAME  AUTHOR 


Farm  Boys  and  Girls 

Decorated  cloth,  i2mo,  325 pp.,  40  illustrations,  $1.50  net ;  postage  extra 

Comments  on  ' '  Farm  Boys  and  Girls  ' ' 

"  From  the  point  of  view  of  life,  it  is  the  most  notable  and  useful  contribu- 
tion ever  made  to  agricultural  literature."  —  De  Witt  C.  Wing,  Associate 
Editor  The  Breeder's  Gazette,  Chicago. 

"  Professor  McKeever  in  this  volume  produced  a  book  which  is  an  honor 
to  himself  and  his  college.  The  simplicity  of  the  language  almost  blinds 
the  reader  to  the  immense  amount  of  research  necessary  to  the  production 
of  the  book." — Christian  Work. 

"  Professor  McKeever's  '  Farm  Boys  and  Girls '  is  a  delightful  as  well  as  a 
scientific  study  of  that  always  absorbing  subject,  the  young  person.  It  has 
appeared  at  the  psychological  moment  and  is  a  monument  worthy  of  per- 
petuating his  name  if  he  had  done  nothing  else.  It  is  a  practical  book  and 
we  most  earnestly  recommend  it  to  every  farm  father  and  mother,  every 
rural  preacher  and  country  school  teacher."  —  Kinsley  (Kansas)  Graphic. 

"  There  are  10,000,000  boys  and  girls  enrolled  in  the  rural  schools  of  this 
country,  and  here  is  one  of  the  finest  books  that  could  be  placed  in  the 
hands  of  the  parents  and  friends  of  these  children.  In  this  work,  Professor 
McKeever  is  doing  something  of  the  highest  value.  He  is  an  able  running 
mate  of  President  Butterfield.  To  such  men  this  land  is  greatly  indebted 
for  their  wholesome  and  inspiring  work  for  the  betterment  of  rural  condi- 
tions."—  New  England  Journal  0/  Education. 

"  This  book  is  worthy  of  a  place  alongside  the  family  Bible  in  every  farm 
home.  It  is  dedicated  to  the  service  of  ten  million  boys  and  girls  who  are 
enrolled  in  the  rural  schools  of  America.  It  should  be  read  by  every  one 
of  them,  and  it  should  be  read  and  re-read  by  the  parent  of  every  child." 
—  Kansas  Farmer. 

"  The  book  should  be  read  by  all  those  who  are  interested  in  social  and 
economic  questions." —  Guardian,  Manchester,  England. 

"  Professor  McKeever's  book  is  a  serious  study  of  the  problem  of  boys  and 
girls  in  the  country,  and  how  it  may  be  solved.  It  is  really  a  Manual  of  Prin- 
ciples and  Methods  for  Improving  the  Conditions  of  Life  in  Farming  Com- 
munities. If  adopted,  country  life  would  be  made  larger,  fuller,  happier, 
and  more  blessed."  —  Living  Church,  Milwaukee,  Wis. 


THE   MACMILLAN   COMPANY 

Publishers  64-66  Fifth  Avenue  New  York 


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